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Impacts of the Chicago School Readiness Project on Measures of Achievement, Cognitive Functioning, and Behavioral Regulation in Late Adolescence

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Title: Impacts of the Chicago School Readiness Project on Measures of Achievement, Cognitive Functioning, and Behavioral Regulation in Late Adolescence
Language: English
Authors: Tyler W. Watts, Chen Li, Xinyu S. Pan, Jill Gandhi, Dana C. McCoy, C. Cybele Raver
Source: Grantee Submission. 2023.
Peer Reviewed: Y
Page Count: 104
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
Contract Number: R305A190521
R01HD046160
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: School Readiness, Program Effectiveness, Academic Achievement, Cognitive Processes, Cognitive Ability, Student Behavior, High School Students, Intervention, Social Services, Low Income Students, Federal Programs, Executive Function, Emotional Response
Geographic Terms: Illinois (Chicago)
Laws, Policies and Program Identifiers: Head Start
DOI: 10.1037/dev0001561
Abstract: The current paper reports long-term impacts of the Chicago School Readiness Project (CSRP) on measures of achievement, cognitive functioning, and behavioral regulation taken toward the end of students' high school careers. The CSRP was a self-regulation-focused early childhood intervention implemented in Head Start centers serving high-poverty neighborhoods in Chicago. The intervention was evaluated through a cluster randomized control trial, providing us with rare longitudinal evidence from an experimental study. However, the study was limited by issues with low power and baseline differences between experimental groups. Here, we report on follow-up data taken approximately 11 to 14 years after program completion, including measures of participants' (n = 430) academic achievement, executive functioning, emotional regulation, and behavioral problems, and we provide a range of analytic estimates to address the study's methodological concerns. Across our estimates, we found little evidence that the program had lasting impacts on indicators of late-adolescent functioning. Main effects were estimated with some imprecision, but nearly all models produced null effects across the broad array of outcomes considered. We also observed few indications that effects were moderated by post-treatment high school quality or later assignment to a light-touch mindset intervention. Implications for developmental theory and early childhood policy are discussed. [This paper was published in "Developmental Psychology" v59 n12 p2204-2222 2023.]
Abstractor: As Provided
Notes: https://www.icpsr.umich.edu/web/ICPSR/studies/38425
IES Funded: Yes
Entry Date: 2024
Accession Number: ED646706
Database: ERIC
FullText Text:
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  Data: Impacts of the Chicago School Readiness Project on Measures of Achievement, Cognitive Functioning, and Behavioral Regulation in Late Adolescence
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  Data: <searchLink fieldCode="AR" term="%22Tyler+W%2E+Watts%22">Tyler W. Watts</searchLink><br /><searchLink fieldCode="AR" term="%22Chen+Li%22">Chen Li</searchLink><br /><searchLink fieldCode="AR" term="%22Xinyu+S%2E+Pan%22">Xinyu S. Pan</searchLink><br /><searchLink fieldCode="AR" term="%22Jill+Gandhi%22">Jill Gandhi</searchLink><br /><searchLink fieldCode="AR" term="%22Dana+C%2E+McCoy%22">Dana C. McCoy</searchLink><br /><searchLink fieldCode="AR" term="%22C%2E+Cybele+Raver%22">C. Cybele Raver</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2023.
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 104
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
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  Label: Sponsoring Agency
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  Data: Institute of Education Sciences (ED)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
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  Data: R305A190521<br />R01HD046160
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  Data: Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Services%22">Social Services</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Programs%22">Federal Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Head+Start%22">Head Start</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/dev0001561
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current paper reports long-term impacts of the Chicago School Readiness Project (CSRP) on measures of achievement, cognitive functioning, and behavioral regulation taken toward the end of students' high school careers. The CSRP was a self-regulation-focused early childhood intervention implemented in Head Start centers serving high-poverty neighborhoods in Chicago. The intervention was evaluated through a cluster randomized control trial, providing us with rare longitudinal evidence from an experimental study. However, the study was limited by issues with low power and baseline differences between experimental groups. Here, we report on follow-up data taken approximately 11 to 14 years after program completion, including measures of participants' (n = 430) academic achievement, executive functioning, emotional regulation, and behavioral problems, and we provide a range of analytic estimates to address the study's methodological concerns. Across our estimates, we found little evidence that the program had lasting impacts on indicators of late-adolescent functioning. Main effects were estimated with some imprecision, but nearly all models produced null effects across the broad array of outcomes considered. We also observed few indications that effects were moderated by post-treatment high school quality or later assignment to a light-touch mindset intervention. Implications for developmental theory and early childhood policy are discussed. [This paper was published in "Developmental Psychology" v59 n12 p2204-2222 2023.]
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  Label: Abstractor
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  Data: As Provided
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  Data: https://www.icpsr.umich.edu/web/ICPSR/studies/38425
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  Label: IES Funded
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  Data: Yes
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  Label: Entry Date
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  Data: 2024
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  Label: Accession Number
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  Data: ED646706
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED646706
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        Value: 10.1037/dev0001561
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 104
    Subjects:
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Social Services
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Federal Programs
        Type: general
      – SubjectFull: Executive Function
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      – SubjectFull: Emotional Response
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      – SubjectFull: Illinois (Chicago)
        Type: general
      – SubjectFull: Head Start
        Type: general
    Titles:
      – TitleFull: Impacts of the Chicago School Readiness Project on Measures of Achievement, Cognitive Functioning, and Behavioral Regulation in Late Adolescence
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            NameFull: Tyler W. Watts
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            NameFull: Chen Li
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            NameFull: C. Cybele Raver
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              Type: published
              Y: 2023
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