Long-run Socioeconomic Effects and Processes of the CPC Program in the Chicago Longitudinal Study

• In Event: Scaling P-3 Systems and Elements for Sustained Effects: Three Cohorts of the Child-Parent Centers

Abstract

The Chicago Longitudinal Study (CLS) was designed to assess the long-term effects of an innovative, school-based preschool-to-3rd-grade (P-3) program for children growing up in high-poverty neighborhoods. In tracking the cohort of 1,539 and their families since the mid 1980s (Authors et al., 2020), the study has become the largest and long-running investigation of early childhood program impacts. Although it provides strong evidence that large-scale preschool and P-3 programming promote health and well-being over much of the life course--including school readiness, achievement, and adult well-being—generalizability to the current educational context and across racial and economic status can be advanced through the identification of key processes of change brought about by the program (Authors, 2019). These empirically-validated mediators (mechanisms) could not only strengthen inferences but provide a foundation for understanding and documenting effects in replication and expansion efforts.

Questions

In this paper, we assess the impact of the Child-Parent Center Preschool-to-3rd-grade program (CPC-P3) on adulthood economic well-being. Whether employment or earnings, educational success and attainment are key predictors and contribute in complex ways with other formative learning experiences (Cannon et al., 2017). We also assess mechanisms of change using the Five-Hypothesis Model of Program Effects (5HM; Authors, 1998, 2011). This includes cognitive advantage, family support, school & community support, motivational advantage, and socio-emotional adjustment.

Methods

CLS is a prospective investigation of the CPC-P3 program (CLS, 2005). An early childhood cohort of 1,539 predominately Black participants born in 1979-1980 and who attended the CPC program (n = 989) or the usual early childhood programs in Chicago (n = 550) have been followed into midlife (age 40). Roughly 90% of program and matched comparison groups have available data on economic well-being at age 37 and a full spectrum of family and school experiences growing up, including educational attainment. No evidence of selective attrition has been observed. The CPC program is a school-based comprehensive-service program that provides small classes, aligned curriculum, and intensive supports to parents to promote school success (Authors, 2016).

The main outcome was earnings from employment at an average age of 37 from state departments of employment security (primarily Illinois) or via self-reports. Each of the 5 hypotheses was measured from well-being data collected mainly over K-12 (e.g., achievement tests, teacher/parent ratings of involvement, children’s achievement motivation; Authors, 2011).

Results and Discussion

Regression and path analysis were conducted to assess main effects and mediators. Similar to earlier outcomes, results indicated that CPC preschool ($29,581 vs $25,784; 2017 dollars) and P-3 ($30,846 vs. $26,728) were associated with significantly higher average earnings. 5HM accounted for 80%-90% of the estimated main effects. Important mediators included school achievement, school commitment, high school quality, delinquency, and years of education. In further analysis, we will examine mediational processes by gender and socio-economic disadvantages growing up. Findings demonstrate that high-quality public programs can sustain their effects that are explained by K-12 experiences. These findings promote replication and expansion initiatives.

Authors

• Suh-Ruu Ou, University of Minnesota - Twin Cities
  Presenting Author

• Arthur Reynolds, University of Minnesota - Twin Cities

• Judy Temple, University of Minnesota

• Christina Mondi-Rago, Boston Children's Hospital

• Mirinda M Morency, University of Minnesota