Skip to main content Accessibility help
Hostname: page-component-7ccbd9845f-xwjfq Total loading time: 0.76 Render date: 2023-02-02T00:44:11.736Z Has data issue: true Feature Flags: { "useRatesEcommerce": false } hasContentIssue true

10 - School-Related and Family Processes Leading to Long-Term Intervention Effects

from Part III - School and Family Processes of Impacts over Time

Published online by Cambridge University Press:  21 December 2018

Arthur J. Reynolds
University of Minnesota
Judy A. Temple
University of Minnesota
Get access


Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Sustaining Early Childhood Learning Gains
Program, School, and Family Influences
, pp. 235 - 253
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)


Avellar, S. A. & Supplee, L. H. (2013). Effectiveness of home visiting in improving child health and reducing child maltreatment. Pediatrics, 132 Suppl. (2), S90S97.CrossRefGoogle Scholar
Barnett, W. S. & Masse, L. N. (2007). Comparative benefit–cost analysis of the Abecedarian program and its policy implications. Economics of Education Review, 26, 113125.CrossRefGoogle Scholar
Bogard, K. & Takanishi, R. (2005). PK–3: An aligned and coordinated approach to education for children 3 to 8 years old. Social Policy Report, XIX, No. III. Washington: SRCD.Google Scholar
Braveman, P. & Gottlieb, L. (2014). The social determinants of health: it’s time to consider the causes of the causes. Public Health Reports, 129 Suppl.(2), 1931.CrossRefGoogle Scholar
Camilli, G., Vargas, S., Ryan, S. & Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. Teachers College Record, 112(3), 579620.Google Scholar
Campbell, F., Ramey, C. T. et al. (2002). Early childhood education: young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 4257.CrossRefGoogle Scholar
Chicago Longitudinal Study. (2005). User’s Guide (ver. 7). Minneapolis, MI: University of Minnesota.
Consortium for Longitudinal Studies. (1983). As the Twig Is Bent … Lasting Effects of Preschool Programs. Hillsdale, NJ: Lawrence Erlbaum Associates.
Currie, J. & Thomas, D. (2000). School quality and the longer-term effects of Head Start. The Journal of Human Resources, 35(4), 755774.CrossRefGoogle Scholar
Eckenrode, J., Campa, M. et al. (2010). Long-term effects of prenatal and infancy nurse home visitation on the life course of youths: 19-year follow-up of a randomized trial. Archives of Pediatrics and Adolescent Medicine, 164, 916.CrossRefGoogle Scholar
Englund, M. M., White, B., Reynolds, A. J., Schweinhart, L. J. & Campbell, F. A. (2014). Health outcomes of early childhood interventions: A 3-study analysis, in Reynolds, A. J. et al. (Eds.), Health and Education in Early Childhood. New York, NY: Cambridge University Press.Google Scholar
Farrington, D. P. & Welsh, B. C. (2007). Saving Children from a Life of Crime. New York, NY: Oxford University Press.Google Scholar
Finn, J. D., Suriani, A. & Achilles, C. (2010). Small classes in the early grades: one policy, multiple outcomes, in Reynolds, A. J. et al. (Eds.), Childhood Programs and Practices in the First Decade of Life. New York, NY: Cambridge University Press.Google Scholar
Garces, E., Currie, J. & Thomas, D. (2002). Longer-term effects of Head Start. American Economic Review, 92, 9991013.CrossRefGoogle Scholar
Gruman, D. H., Harachi, T. W., Abbott, R. D., Catalano, R. F. & Fleming, C. B. (2008). Longitudinal effects of student mobility on three dimensions of elementary school engagement. Child Development, 79(6), 18331852.CrossRefGoogle Scholar
Han, S. (2014). School mobility and students’ academic and behavioral outcomes. International Journal of Education Policy & Leadership, 9(6). Retrieved from Scholar
Hayakawa, M., Englund, M. M., Warner-Richter, M. N. & Reynolds, A. J. (2013). The longitudinal process of early parent involvement on student achievement: a path analysis. National Head Start Association Dialog, 16, 103126.Google Scholar
Jennings, P. A. & Greenberg, M. T. (2009). The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491525.CrossRefGoogle Scholar
Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement. Urban Education, 41(1), 82110.CrossRefGoogle Scholar
Lee, V. E. & Loeb, S. (1995). Where do Head Start attendees end up? One reason why preschool effects fade out. Educational Evaluation and Policy Analysis, 17, 6282.CrossRefGoogle Scholar
Kyriakides, L. et al. (2013). What matters for student learning outcomes: a meta-analysis of studies exploring factors of effective teaching. Teaching & Teacher Education, 36, 143152.CrossRefGoogle Scholar
Mashburn, A. (2015). Maintaining the Impact of Head Start on Children’ Long-Term Development Paper presented at the National Invitational Conference on Sustaining Early Childhood Gains. Minneapolis: Federal Reserve Bank of Minneapolis.Google Scholar
O’Connell, M. E., Boat, T. & Warner, K. E. (Eds.), (2009). Preventing Mental, Emotional, and Behavioral Disorders among Young People: Progress and Possibilities. Washington: NAP.Google Scholar
Ou, S. & Reynolds, A. J. (2010). Mechanisms of effects of an early intervention program on educational attainment: a gender subgroup analysis. Children & Youth Services Review, 32(8), 10641076.CrossRefGoogle ScholarPubMed
Pianta, R. C. (2005). A new elementary school for American children. SRCD Social Policy Report, 19(3), 45.Google Scholar
Power, C., Kuh, D. & Morton, S. (2013). From developmental origins of adult disease to life course research on adult disease and aging: Insights from birth cohort studies. Annual Review of Public Health, 34, 728.CrossRefGoogle Scholar
Redden, S. C., Forness, S. R., Ramey, S. L., Ramey, C. T. et al. (2001). Children at risk: effects of a four-year Head Start Transition Program on special education identification. Journal of Child and Family Studies, 10(2), 255270.CrossRefGoogle Scholar
Reynolds, A. J. (2012). Success in Early Intervention: The Chicago Child–Parent Centers Program and Youth through Age 15 (Rev. paperback edn.) Lincoln, NE: University of Nebraska Press.Google Scholar
Reynolds, A. J., Chen, C. & Herbers, J. (2009). School Mobility and Educational Success: A Research Synthesis and Evidence on Prevention. Washington, DC: National Research Council.Google Scholar
Reynolds, A. J., Englund, M., Ou, S. et al. (2010b). Paths of effects of preschool participation to educational attainment at age 21: A 3-study analysis, in Reynolds, A. J. et al., (Eds.) Childhood Programs & Practices in the First Decade of Life. New York, NY: Cambridge.CrossRefGoogle Scholar
Reynolds, A. J., Magnuson, K. & Ou, S. (2010a). PK–3 programs and practices: a review of research. Children and Youth Services Review, 32, 11211131.CrossRefGoogle Scholar
Reynolds, A. J. & Ou, S. (2011). Paths of effects from preschool to adult well-being: a confirmatory analysis of the Child–Parent Center Program. Child Development, 82, 555582.CrossRefGoogle Scholar
Reynolds, A. J., Ou, S. & Topitzes, J. (2004). Paths of effects of early childhood intervention on educational attainment and juvenile arrest: a confirmatory analysis of the Chicago Child–Parent Centers. Child Development, 75(5), 12991328.CrossRefGoogle ScholarPubMed
Reynolds, A. J., et al. (2014). Association of a full-day versus part-day preschool intervention with school readiness, attendance, and parent involvement. JAMA, 312(20), 21262134.CrossRefGoogle Scholar
Reynolds, A. J., Temple, J. A., Robertson, D. L. & Mann, E. A. (2002). Age 21 cost–benefit analysis of the Title 1 Chicago Child–Parent Centers. Educational Evaluation and Policy Analysis, 24, 267303.CrossRefGoogle Scholar
Reynolds, A. J. & Temple, J. A. (2008). Cost-effective early childhood development programs from preschool to third grade. Annual Review of Clinical Psychology, 4, 109139.CrossRefGoogle Scholar
Reynolds, A. J., Temple, J. A., Ou, S., Arteaga, I. A. & White, B. A. B. (2011a). School-based early childhood education and age 28 well-being: Effects by timing, dosage, and subgroups. Science, 333(6040), 360364.CrossRefGoogle Scholar
Reynolds, A. J., Temple, J. A., White, B. A., Ou, S. & Robertson, D. L. (2011b). Age-26 cost–benefit analysis of the Child–Parent Center program. Child Development, 82, 782804.CrossRefGoogle Scholar
Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S. et al. (2005). Lifetime Effects: The High/Scope Perry Preschool Study through Age 40. Ypsilanti, MI: High/Scope.Google Scholar
Sullivan, L. M. (1971). Let Us Not Underestimate the Children., Glenview IL: Scott Foreman.Google Scholar
Sweet, M. A. & Appelbaum, M. I. (2004). Is home visiting an effective strategy: a meta-analytic review of home visiting programs for families with young children. Child Development, 75, 14351456.CrossRefGoogle Scholar
Takanishi, R. & Kauerz, K. (2008). PK inclusion: getting serious about a P–16 education system. Phi Delta Kappan, 89(7), 480487.CrossRefGoogle Scholar
Washington State Institute for Public Policy (WSIPP). (2014). Early Childhood Education for Low-Income Students: A Review of the Evidence and Benefit–Cost Analysis. Olympia, WA.
Zigler, E., Pfannenstiel, J. C. & Seitz, V. (2008). The Parents as Teachers Program and school success: a replication and extension. Journal of Primary Prevention, 29(2), 103120.CrossRefGoogle Scholar
Cited by

Save book to Kindle

To save this book to your Kindle, first ensure is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the or variations. ‘’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats