University of Minnesota.
Dev Psychol. 2021 Apr;57(4):489-505. doi: 10.1037/dev0001160.
The Midwest Child-Parent Center (CPC) Expansion began preschool implementation in fall 2012 in five Minnesota and Illinois districts. This study reports preschool and kindergarten impact findings for the Saint Paul Public School District. It is the first impact study of CPC outside of Chicago. After documenting that implementation quality was relatively high on the six CPC elements (effective learning, collaborative leadership, aligned curriculum, parent involvement, professional development, and continuity and stability), matched-group analyses of 433 students utilizing propensity score weighting indicated that CPC participants had significantly higher levels of language and literacy proficiency in both preschool and kindergarten than comparison-group participants in the usual district preschool and kindergarten programs. Overall composite effect sizes were .51 SD at the end of preschool and .36 SD at the end of kindergarten, which translate to performance gains of nearly half of a year. At the end of kindergarten, 61.0% of CPC participants met the district's literacy benchmark compared to 47.4% for the comparison group. We also found that parents of CPC participants attended a significantly greater number of school events and workshops. However, no differences favoring CPC were detected for preschool or kindergarten attendance. Impacts were generally similar for Dual Language Learners. Students with two years of CPC (preschool and kindergarten) showed better performance in kindergarten reading stage and fluency than comparison group but not compared to the 1-year group. This was similar for Dual Language Learners. Findings indicate that the CPC program shows evidence that it can be effectively scaled and that the program yields impacts in preschool and kindergarten that exceed the usual early childhood programming in Saint Paul.
中西部亲子中心（CPC）扩展计划于 2012 年秋季在明尼苏达州和伊利诺伊州的五个地区开始实施学前教育。本研究报告了圣保罗公立学区的学前和幼儿园影响发现。这是 CPC 在芝加哥以外的第一个影响研究。在记录了六个 CPC 要素（有效学习、协作领导力、一致的课程、家长参与、专业发展以及连续性和稳定性）的实施质量相对较高之后，对 433 名学生进行的倾向评分加权匹配组分析表明，CPC 参与者在学前和幼儿园的语言和读写能力水平明显高于通常的地区学前和幼儿园项目的对照组参与者。在学前结束时，总体综合效应大小为.51 SD，在幼儿园结束时为.36 SD，这相当于近半年的学习成绩提高。在幼儿园结束时，61.0%的 CPC 参与者达到了该地区的读写基准，而对照组的这一比例为 47.4%。我们还发现，CPC 参与者的家长参加了更多的学校活动和研讨会。然而，在学前或幼儿园出勤率方面，没有发现有利于 CPC 的差异。双语言学习者的影响大致相似。参加了两年 CPC（学前和幼儿园）的学生在幼儿园阅读阶段和流利度方面的表现优于对照组，但与 1 年组相比没有优势。双语言学习者也是如此。研究结果表明，CPC 计划表明它可以有效地扩展，并且该计划在学前和幼儿园产生的影响超过了圣保罗通常的幼儿早期计划。
