Thirty years later: Locating and interviewing participants of the Chicago Longitudinal Study

Ou, Suh Ruu; Mondi, Christina F.; Yoo, Sangok; Park, Kyungin; Warren, Brianne; Reynolds, Arthur J.

doi:10.1016/j.ecresq.2019.08.002

Cited by 11 publications

(10 citation statements)

References 34 publications

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“…Originally implemented in public-school sites in Chicago in 1967, the CPC program offers a high-quality preschool through third-grade program emphasizing parental involvement to students and families in the city’s poorest neighborhoods. A long-running study called the Chicago Longitudinal Study (CLS) of a cohort of over 1500 students born in 1980 continues to follow these students into adulthood ( Ou et al, 2020 , Reynolds et al, 2018 ). The Child-Parent Center model regards parent involvement and engagement as one of its primary goals.…”

Section: Parent Involvement and The Child-parent Centersmentioning

confidence: 99%

Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program

Varshney

Lee

Temple

et al. 2020

Children and Youth Services Review

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This paper examines the impact on parent involvement in second grade in the Midwest Child-Parent Centers (MCPC), a high-quality preschool-to-third-grade school reform model. A new focus of research on early childhood programs is understanding how early childhood learning gains can be sustained. Two-generation programs that provide diverse family services may be one approach. The MCPC expansion was implemented for a cohort of over 2000 Chicago and Saint Paul students beginning in preschool. Based on a comparison of the program and usual-service comparison groups matched at the school level via propensity scores, ratings were obtained for a subset of the sample by teachers and parents on parent involvement in school in second grade. After accounting for potential attrition bias via multiple imputation and propensity score weighting, results indicated that MCPC participation was associated with significantly higher parent involvement in school at the end of second grade both in the aggregate sample (Effect Size = 0.19 SD) and in Chicago (ES = 0.24). Differences in Saint Paul, however, were small (ES = 0.15) and not statistically significant. Robustness testing using different model specifications revealed similar results. Implications for assessing and sustaining early childhood learning gains are discussed with a focus on recognizing that parental involvement is an integral component of high-quality programs.

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Section: Parent Involvement and The Child-parent Centersmentioning

confidence: 99%

Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program

Varshney

Lee

Temple

et al. 2020

Children and Youth Services Review

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“…provide a detailed description of the approach that was used to locate and interview the participants in this study.Follow-up data at age 35 were available for a total of 1125 participants (retention rate = 73 %), 741 across the program group (75 % retention), and 384 across the comparison group (70 % retention). As reported inOu et al (2020), the retention rate in our study is higher than other large-sample (>200 participants) early childhood intervention studies such as the Infant Health and Development Program (65 % up to age 18), the Houston Parent-Child Development Center (63 % up to age 18), the Early Head Start Research and Evaluation Project (54 % up to age 10), and the Consortium for Longitudinal Study (55 % up to age 22).…”

mentioning

confidence: 58%

“…The survey was conducted between 2012 and 2017 and over 80 % of the respondents completed the interview via telephone. Ou et al (2020) provide a detailed description of the approach that was used to locate and interview the participants in this study.…”

Section: Datamentioning

confidence: 99%

“…a mental health, economic well-being, life history, and more. The survey was conducted between 2012 and 2017 and over 80 % of the respondents completed the interview via telephone Ou et al (2020). provide a detailed description of the approach that was used to locate and interview the participants in this study.Follow-up data at age 35 were available for a total of 1125 participants (retention rate = 73 %), 741 across the program group (75 % retention), and 384 across the comparison group (70 % retention).…”

mentioning

confidence: 99%

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Early Education and Adult Health: Age 37 Impacts and Economic Benefits of the Child-Parent Center Preschool Program

Varshney

Temple

Reynolds

2022

J. Benefit Cost Anal.

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This article evaluates the long-term impacts of the Chicago Child-Parent Centers (CPC), a comprehensive early childhood program launched in the 1960s, on physical and mental health outcomes. This study follows a cohort of 1539 participants born in 1979–1980 and surveyed most recently at age 35–37 by employing a matched study design that included all 989 children who entered CPCs at ages 3 and 4 (1983-1985) and 550 comparison children of the same age from randomly selected schools participating in the usual district early childhood programs in kindergarten. Using propensity score weighting that addresses potential issues with differential attrition and non-random treatment assignment, results reveal that CPC preschool participation is associated with significantly lower rates of adverse health outcomes such as smoking and diabetes. Further, evaluating the economic impacts of the preschool component of the program, the study finds a benefit-cost ratio in the range of 1.35–3.66 (net benefit: $3896) indicating that the health benefits of the program by themselves offset the costs of the program even without considering additional benefits arising from increased educational attainment and reduced involvement in crime reported in earlier cost-benefit analyses. The findings are robust to corrections for multiple hypothesis testing, sensitivity analysis using a range of discount rates, and Monte Carlo analysis to account for uncertainty in outcomes.

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“…Finally, we strive to offer flexible scheduling for interviews whenever we can (e.g., interview location, weekends, evenings). These strategies have been implemented in other long‐term longitudinal studies that also found them useful in keeping the retention rate high over the decades of the study course (Ou et al, 2020).…”

Section: Timeline Of Egds Assessments and Retention Rates Through Age 11mentioning

confidence: 99%

Parenting in the Context of the Child: Genetic and Social Processes

Reiss

Ganiban

Leve³

et al. 2022

Monographs Society Res Child

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The focus on the role of parenting in child development has a long‐standing history. When measures of parenting precede changes in child development, researchers typically infer a causal role of parenting practices and attitudes on child development. However, this research is usually conducted with parents raising their own biological offspring. Such research designs cannot account for the effects of genes that are common to parents and children, nor for genetically influenced traits in children that influence how they are parented and how parenting affects them. The aim of this monograph is to provide a clearer view of parenting by synthesizing findings from the Early Growth and Development Study (EGDS).EGDS is a longitudinal study of adopted children, their birth parents, and their rearing parents studied across infancy and childhood. Families (N = 561) were recruited in the United States through adoption agencies between 2000 and 2010. Data collection began when adoptees were 9 months old (males = 57.2%; White 54.5%, Black 13.2%, Hispanic/Latinx 13.4%, Multiracial 17.8%, other 1.1%). The median child age at adoption placement was 2 days (M = 5.58, SD = 11.32). Adoptive parents were predominantly in their 30s, White, and coming from upper‐middle‐ or upper‐class backgrounds with high educational attainment (a mode at 4‐year college or graduate degree). Most adoptive parents were heterosexual couples, and were married at the beginning of the project. The birth parent sample was more racially and ethnically diverse, but the majority (70%) were White. At the beginning of the study, most birth mothers and fathers were in their 20s, with a mode of educational attainment at high school degree, and few of them were married. We have been following these family members over time, assessing their genetic influences, prenatal environment, rearing environment, and child development.Controlling for effects of genes common to parents and children, we confirmed some previously reported associations between parenting, parent psychopathology, and marital adjustment in relation to child problematic and prosocial behavior. We also observed effects of childrenʼs heritable characteristics, characteristics thought to be transmitted from parent to child by genetic means, on their parents and how those effects contributed to subsequent child development. For example, we found that genetically influenced child impulsivity and social withdrawal both elicited harsh parenting, whereas a genetically influenced sunny disposition elicited parental warmth. We found numerous instances of children's genetically influenced characteristics that enhanced positive parental influences on child development or that protected them from harsh parenting. Integrating our findings, we propose a new, genetically informed process model of parenting. We posit that parents implicitly or explicitly detect genetically influenced liabilities and assets in their children. We also suggest future research into factors such as marital adjustment, that favor parents responding with appropriate protection or enhancement. Our findings illustrate a productive use of genetic information in prevention research: helping parents respond effectively to a profile of child strengths and challenges rather than using genetic information simply to identify some children unresponsive to current preventive interventions.

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Thirty years later: Locating and interviewing participants of the Chicago Longitudinal Study

Cited by 11 publications

References 34 publications

Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program

Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program

Early Education and Adult Health: Age 37 Impacts and Economic Benefits of the Child-Parent Center Preschool Program

Parenting in the Context of the Child: Genetic and Social Processes

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