Reynolds A J, Temple J A
School of Social Work, University of Wisconsin-Madison 53706, USA.
Child Dev. 1998 Feb;69(1):231-46.
We evaluated the effects of participation in an extended program of compensatory education for 559 low-income, inner-city African American children up to seventh grade. The intervention is the federal and state-funded Chicago Child-Parent Center and Expansion Program, which began in 1967. Groups included 426 children who participated in the program from preschool to grades 2 or 3 and 133 children whose participation ceased in kindergarten. After taking into account initial differences in achievement at kindergarten entry and at the end of kindergarten, and after taking into account sample selection bias, program participation for 2 or 3 years after preschool and kindergarten was associated with significantly higher reading achievement up to seventh grade and with lower rates of cumulative grade retention and special education placement (4 to 5 years postprogram). Children participating in the follow-on program for 3 years had significantly higher reading achievement in seventh grade and a lower rate of grade retention than 3 year participants. Only 3 year participants had significantly higher math achievement than the comparison group. Study findings provide rare longitudinal evidence of the beneficial effects of a large-scale community-based program of extended early childhood intervention.
我们评估了参与一项针对559名低收入、市中心区非裔美国儿童直至七年级的补偿教育扩展项目的效果。该干预措施是始于1967年的由联邦和州政府资助的芝加哥儿童-家长中心及扩展项目。研究组包括426名从学前班到二、三年级都参与该项目的儿童，以及133名在幼儿园阶段就停止参与的儿童。在考虑了幼儿园入学时和幼儿园结束时成绩的初始差异，并考虑了样本选择偏差后，学前班和幼儿园之后参与该项目2至3年，与直至七年级时显著更高的阅读成绩、更低的累计留级率和特殊教育安置率（项目结束后4至5年）相关。参与后续项目3年的儿童在七年级时的阅读成绩显著更高，留级率低于参与3年项目的儿童。只有参与3年项目的儿童数学成绩显著高于对照组。研究结果提供了罕见的纵向证据，证明了一项大规模基于社区的幼儿期扩展干预项目的有益效果。
