Session Summary

Direct link:

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

Sat, March 25, 11:45am to 1:15pm, Salt Palace Convention Center, Floor: 3, Meeting Room 355 B

Session Type: Paper Symposium


Major goals of early childhood programs (ECP) are to promote school readiness and longer-term achievement. Many recent studies document that public preschool programs are more successful in improving children’s readiness skills than promoting longer-term gains (Cannon et all., 2017; Authors, 2021). The recent record of large-scale publicly-funded shows a mixed picture of longer-term effects (Cannon et al., 2017). Even those showing sustained impacts into the elementary grades and beyond have modest effect sizes (e.g., ds < .20). To improve effectiveness and associated learning gains, higher quality and longer-duration programs are needed. Preschool-to-3rd-grade (P-3) programs are designed to do both, and strengthen systems of services over time. The Child-Parent Center (CPC) program is a leading example of this strategy (Authors, 2019).
In this symposium, we report evidence for the first time on three cohorts of CPC participants 30 years apart to document the generalizability of findings and the feasibility for scaling the program to the current context of near-universal early childhood programming. The three cohort studies include the (a) Chicago Longitudinal Study (1985-present) documenting the foundational effects of the program over time, (b) scale up implementation and impact evidence from the Midwest CPC expansion occurring from 2012-2018, and the Chicago Pay for Success Project (2014-present) that further scales the program to more economically diverse communities. Elements of CPC-P3 (e.g., small classes) are also examined. The implications of the evidence for improving the quality and strength of ECP effects are emphasized.

Sub Unit


Individual Presentations