This study will investigate the links between participation in a sustained, federally-funded early childhood intervention and well-being up to age 35 for a large inner-city cohort of children in the Chicago Longitudinal Study (CLS). The central purpose is to determine if participation in the Child-Parent Center (CPC) Early Education Program for different lengths of time is associated with better health and well-being 26 to 30 years later. Consistent with the high intensity and comprehensiveness of services, a comprehensive set of measures will be investigated to early midlife for participants and their families. These include economic self-sufficiency, career success, and occupational status;physical health and health behaviors;mental health, psychological well-being, and quality of life;educational attainment;social behavior and criminality;and family well-being including parenting and schooling effects on the children of participants. Among the primary questions are the following: (a) Is participation in the CPC program beginning in preschool associated with greater well-being in multiple domains in the fourth decade of life? (b) Does participation in the CPC extended intervention from ages 3 to 9 contribute to adult well-being above and beyond less extensive intervention?, (c) What are the mechanisms through which intervention affects well-being and for different subgroups?, and (d) What are the comparative economic benefits of intervention? The long-term goals include to increase knowledge about the long-run and complex effects of early intervention across a wide range of outcomes and to translate research finding and principles for the promotion of sustained programs and services. The study sample includes 911 program (92% of original sample) and 492 matched comparison group (90% of original sample) participants who enrolled for up to 6 years of intervention beginning at age 3. 93% of the sample are African American. Participants have been followed since birth and extensive data on child, family, and school experiences have been collected from many sources. In the next five years, we will collect, obtain, and analyze a comprehensive set of new data from employment and income, educational, justice system, public aid and health, social-service records, and from the age-31/32 interview of participants;analyze existing data from multiple sources and time periods;and will continue to track life-course development. This study is not only the most extensive of a public early intervention but an efficient use of resources for advancing knowledge on life course and intergenerational impacts. Findings will provide among the best available knowledge of the effects and cost-effectiveness of an established school-based early childhood intervention.

Public Health Relevance

The long-term effects and cost-effectiveness of sustained early childhood programs are a major focus of child development and policy research. By collecting and analyzing data on a comprehensive set of indicators of well-being up to age 35, the benefits of the intensive school-based Child-Parent Center program will be fully understood. Findings will be used to strengthen investments in early education and to better understand the processes of impact for different life course outcomes.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD034294-19
Application #
8516548
Study Section
Psychosocial Development, Risk and Prevention Study Section (PDRP)
Program Officer
Griffin, James
Project Start
1995-09-01
Project End
2016-08-31
Budget Start
2013-09-01
Budget End
2014-08-31
Support Year
19
Fiscal Year
2013
Total Cost
$491,234
Indirect Cost
$153,628
Name
University of Minnesota Twin Cities
Department
Pediatrics
Type
Schools of Education
DUNS #
555917996
City
Minneapolis
State
MN
Country
United States
Zip Code
55455
Reynolds, Arthur J; Ou, Suh-Ruu (2016) Generative Mechanisms in Early Childhood Interventions: A Confirmatory Research Framework for Prevention. Prev Sci 17:794-805
Giovanelli, Alison; Reynolds, Arthur J; Mondi, Christina F et al. (2016) Adverse Childhood Experiences and Adult Well-Being in a Low-income, Urban Cohort. Pediatrics 137:
Chesmore, Ashley A; Ou, Suh-Ruu; Reynolds, Arthur J (2016) Childhood Placement in Special Education and Adult Well-Being. J Spec Educ 50:109-120
Voith, Laura A; Topitzes, James; Reynolds, Arthur J (2016) Violent Victimization Among Disadvantaged Young Adults Exposed to Early Family Conflict and Abuse: A 24-Year Prospective Study of the Victimization Cycle Across Gender. Violence Vict 31:767-85
Hayakawa, Momoko; Giovanelli, Alison; Englund, Michelle M et al. (2016) Not Just Academics: Paths of Longitudinal Effects From Parent Involvement to Substance Abuse in Emerging Adulthood. J Adolesc Health 58:433-9
Temple, Judy A; Reynolds, Arthur J (2015) Using Benefit-Cost Analysis to Scale Up Early Childhood Programs through Pay-for-Success Financing. J Benefit Cost Anal 6:628-653
Temple, Judy A; Reynolds, Arthur J (2015) Using social impact borrowing to expand preschool through third grade programs in urban public schools. J Educ Stud Placed Risk 20:281-292
Hayakawa, Momoko; Englund, Michelle M; Candee, Allyson et al. (2015) Effective Partnerships in School Reform: Lessons Learned From the Midwest Child-Parent Center Expansion. J Educ Stud Placed Risk 20:263-280
Arteaga, Irma; Humpage, Sarah; Reynolds, Arthur J et al. (2014) One Year of Preschool or Two - Is It Important for Adult Outcomes? Results from the Chicago Longitudinal Study of the Child-Parent Centers. Econ Educ Rev 40:221-237
Reynolds, Arthur J; Richardson, Brandt A; Hayakawa, Momoko et al. (2014) Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. JAMA 312:2126-34

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