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The Effect of Early Childhood Intervention and Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers.
- Source :
- Educational Evaluation & Policy Analysis; Spring2003, Vol. 25 Issue 1, p75-95, 21p
- Publication Year :
- 2003
-
Abstract
- This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower Tate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 01623737
- Volume :
- 25
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Educational Evaluation & Policy Analysis
- Publication Type :
- Academic Journal
- Accession number :
- 19601858
- Full Text :
- https://doi.org/10.3102/01623737025001075