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Richardson BA, Reynolds AJ, Temple JA, et al. School Readiness in the Midwest Child-Parent Center Expansion: A Propensity Score Analysis of Year 1 Impacts. Child Youth Serv Rev. 2017;79:620-630doi: 10.1016/j.childyouth.2017.06.042.
Richardson, B. A., Reynolds, A. J., Temple, J. A., & Smerillo, N. E. (2017). School Readiness in the Midwest Child-Parent Center Expansion: A Propensity Score Analysis of Year 1 Impacts. Children and youth services review, 79620-630. https://doi.org/10.1016/j.childyouth.2017.06.042
Richardson, Brandt A, et al. "School Readiness in the Midwest Child-Parent Center Expansion: A Propensity Score Analysis of Year 1 Impacts." Children and youth services review vol. 79 (2017): 620-630. doi: https://doi.org/10.1016/j.childyouth.2017.06.042
Richardson BA, Reynolds AJ, Temple JA, Smerillo NE. School Readiness in the Midwest Child-Parent Center Expansion: A Propensity Score Analysis of Year 1 Impacts. Child Youth Serv Rev. 2017 Aug;79:620-630. doi: 10.1016/j.childyouth.2017.06.042. PMID: 28936019; PMCID: PMC5602603.
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Child Youth Serv Rev. 2017 Aug;79:620-630. doi: 10.1016/j.childyouth.2017.06.042.

School Readiness in the Midwest Child-Parent Center Expansion: A Propensity Score Analysis of Year 1 Impacts.

Children and youth services review

Brandt A Richardson, Arthur J Reynolds, Judy A Temple, Nicole E Smerillo

Affiliations

  1. Department of Applied Economics, University of Minnesota, 1994 Buford Avenue, St. Paul, MN 55108.
  2. Human Capital Research Collaborative, University of Minnesota, 301 19 Avenue South, Minneapolis, MN 55455.
  3. Institute of Child Development, University of Minnesota, 51 E River Road, Minneapolis, MN 55455.
  4. Humphrey School of Public Affairs, University of Minnesota, 301 19 Avenue South, Minneapolis, MN 55455.
  5. Department of Organizational Leadership, Policy and Development, University of Minnesota, 206 Burton Hall, Minneapolis, MN 55455.

PMID: 28936019 PMCID: PMC5602603 DOI: 10.1016/j.childyouth.2017.06.042

Abstract

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.

Keywords: human capital; impact evaluation; preschool; scale up; school readiness

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