LONGITUDINAL EFFECTS OF EXTENDED CHILDHOOD INTERVENTION

本研究的目的是探讨 学前至三年级幼儿教育的差别参与 干预方案与青少年经济适应结果 处境不利的儿童面临学业失败的风险。这些结局包括 社会适应，青少年犯罪，认知学业成就，学业保持 年级、特殊教育安置和辍学率（9至12年级）。 三个主要问题得到解决：（a）早期的持续时间 与青少年适应结果相关的儿童干预 时间？(b)参与延长儿童期的影响是什么 与学前教育参与有关的三年级以下的干预措施， 幼儿园干预和其他干预？(c)有哪些 干预效果传递到 调整结果？这些问题的答案是必要的， 原因首先，学前干预的效果，其次是 小学低年级的教育支助基本上不为人所知。最 关于干预有效性的证据来自研究人员- 发起了与政府有很大不同的示范项目， 启动了在市中心实施的项目。二是普遍缺乏 从幼儿期到青春期的纵向研究 了解过渡时期干预方案的效果 比如青春期。最后，大约四分之一的儿童在 6岁儿童生活贫困，而且这一数字似乎在增加。 除非制定和测试有效的早期干预方案， 社会和学校困难也可能增加。 通过扩大现有的关于儿童及其 家庭-处于危险中的儿童的纵向研究-拟议的 调查将全面评估延长的影响， 通过调查进行干预（儿童家长中心和扩展计划） 儿童，家长和教师，通过获得全面的学校记录， (i.e.,成绩测试成绩，犯罪信息，和学校 （二）对儿童进行抽样调查。因为孩子 在经历的时间和持续时间上有很大的不同， 将组成干预和比较组，以确定 有效性数据将与广泛的纵向数据相关联 基地 这项研究将提供罕见的纵向证据， 在广泛的范围内开展“带头行动”式的儿童期扩展干预措施， 结果。这项研究的长期目标是：（a）增加知识， 儿童早期干预的最佳时机和持续时间 方案，（B）确定干预期间的机制 幼儿期可能会随着时间的推移而传播，以及（c）提高 从理论上理解早期干预计划的作用 从童年到青春期

The purpose of this study is to investigate relationships between differential participation in a preschool-to-Grade 3 early childhood intervention program and adolescent adjustment outcomes for economically disadvantaged children at risk of school failure. These outcomes include social adjustment, delinquency, cognitive school achievement, retention in grade, special education placement, and school dropout (Grades 9 to 12). Three major questions are addressed: (a) Is the duration of early childhood intervention associated with adolescent adjustment outcomes over time? (b) What are the effects of participation in extended childhood intervention up to Grade 3 relative to participation in preschool and kindergarten intervention and other intervention? (c) What are the mechanisms through which intervention effects are transmitted to adjustment outcomes? Answers to these question are necessary for several reasons. First, the effects of preschool intervention followed by educational support in the early primary grades are largely unknown. Most of the evidence on intervention effectiveness comes from researcher- initiated model programs that differ in significant ways from government- initiated programs implemented in inner cities. Second, the general lack of longitudinal studies from early childhood to adolescence limits knowledge on the effects of intervention programs during transitional periods, such as adolescence. Finally, about one-quarter of children under the age of six live in poverty and this number appears to be increasing. Unless effective early intervention programs are developed and tested, social and school difficulties may increase as well. Through expanding an existing longitudinal data base on children and their families -- The Longitudinal Study of Children at Risk -- the proposed investigation will comprehensively evaluate the effects of the extended intervention (Child Parent Center and Expansion Program) by surveying children, parents, and teachers, by obtaining comprehensive school records (i.e., achievement test scores, delinquency information, and school status), and by interviewing a subsample of children. Because children varied substantially in the timing and duration of experience, seven intervention and comparison groups will be formed to determine effectiveness. Data will be linked to the extensive longitudinal data base. This study will provide rare longitudinal evidence on the effectiveness of Head Start-type extended childhood interventions across a wide range of outcomes. The long-term goals of the study are (a) to increase knowledge concerning the optimal timing and duration of early childhood intervention programs, (b) to identify the mechanisms through which intervention during early childhood may be transmitted over time, and (c) to enhance theoretical understanding of the role of intervention programs from early childhood to adolescence.