Scaling Up Evidence-Based Preventive Interventions

Rohrbach, Louise Ann; Dyal, Stephanie R.

doi:10.1007/978-1-4939-3155-2_9

Cited by 3 publications

(2 citation statements)

References 74 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For an expansion to be successful, the scaled-up program must be “reasonably similar” to the model program (Schweinhart, 2007) so fidelity to the original model is important (Rohrbach & Dyal, 2015). Challenges to scale-up are adequate funding, as well as facility and leadership capacity (Lauter and Rice, 2008; Bumbarger & Perkins, 2008; Rohrbach & Dyal, 2015), but strong collaboration between school districts, school principals, and preschool providers can help scale-up efforts to achieve positive results for children (Lauter and Rice, 2008; Hayakawa, Englund, Candee, Lease, Sullivan, Warner-Richter, et al, 2015).…”

Section: Introduction6mentioning

confidence: 99%

“…Challenges to scale-up are adequate funding, as well as facility and leadership capacity (Lauter and Rice, 2008; Bumbarger & Perkins, 2008; Rohrbach & Dyal, 2015), but strong collaboration between school districts, school principals, and preschool providers can help scale-up efforts to achieve positive results for children (Lauter and Rice, 2008; Hayakawa, Englund, Candee, Lease, Sullivan, Warner-Richter, et al, 2015). Additionally, there are institutional and political factors that influence the capacity to scale, including cost, organizational commitment, and service fragmentation (Reynolds, Hayakawa, Ou, Mondi, Englund, Candee et al, in press; Cooper, Slavin, & Madden, 1997; Domitrovich & Greenberg, 2000; Greenberg, 2010).…”

Section: Introduction6mentioning

confidence: 99%

See 1 more Smart Citation

School readiness in the Midwest Child-Parent Center Expansion: A propensity score analysis of year 1 impacts

Richardson

Reynolds²,

Temple

et al. 2017

Children and Youth Services Review

View full text Add to dashboard Cite

In this paper, we evaluate the effectiveness of the first year of a federally-funded, evidence-based preschool through third grade intervention in Chicago. We use inverse probability weighting with regression adjustment to estimate the impacts of the Child-Parent Center (CPC) program on teacher assessments of school readiness for 1,289 low-income preschool and 591 comparison-group participants. Results indicated significant positive impacts of the program for all domains, including literacy, math, socio-emotional development, science and total score. The percentage of CPC children who met national norms in school readiness exceeded the comparison group by 12 to 18.5 percentage points. Full-day participants experienced greater school readiness gains while program impacts were similar by family income and home language. Compared to the original CPC evaluation of children born in 1980 in which few comparison group children attended preschool, we find evidence that the contemporary implementation performs at least as well even though the current comparison group participants had alternative preschool experience.

show abstract