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Abstract
Although substantial investments in early childhood intervention have continued, whether
gains are sustained past kindergarten for routinely implemented programs is a critical
research need. Using data from the Chicago Longitudinal Study (CLS; N=1,539; 50.3%
female; 92.9% African American and 7.1% Hispanic), an on-going investigation of the
Child-Parent Center (CPC) program for an inner-city cohort, this study investigates
the effects of program duration from preschool to 3 rd grade on school outcomes and
whether the effects differ by gender. Regression analyses are conducted to compare
the differences in outcomes among intervention groups. Inverse probability weighting
(IPW) is used to adjust for potential attrition and selection biases. Findings indicate
that relative to the preschool plus kindergarten (P-K) group, participation from preschool
through third grade (P–3) is significantly associated with better academic functioning
at both 3 rd and 8 th grades, better classroom adjustment at 3 rd grade, lower
rates of retention and school mobility, and few years of special education. Relative
to the preschool through second grade (P–2) group, the P–3 group has significantly
higher academic functioning in third grade. Results suggest that the P–3 dosage is
associated with larger effects on academic functioning for girls and larger effects
on social-emotional functioning for boys compare to the P-K dosage. Findings suggest
that receiving up to third grade (P-3) of an early childhood education program have
associated with persistent effects on developmental outcomes compared to the dosages
of P-K. Multi-year programs have the potential to sustain early childhood gains and
promote healthy development via improving academic functioning and school experiences.