Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment

Autor/inn/en	Lennon, Jaclyn M.; Li-Grining, Christine; Raver, C. Cybele; Pess, Rachel A.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Long-Term Follow Up of CSRP: Understanding Students' Academic Achievement Post-Treatment
Quelle	(2011), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Neighborhoods; School Readiness; Academic Achievement; Followup Studies; Longitudinal Studies; Elementary Education; Program Effectiveness; Outcomes of Treatment; Institutional Characteristics; Family Characteristics; Individual Characteristics; Intervention; Disadvantaged Youth; Young Children; Federal Programs; Early Childhood Education; Illinois + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Readiness for school; School ability; Schulreife; Schulleistung; Follow-up studies; Kontaktstudium; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementarunterricht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Benachteiligter Jugendlicher; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	In this poster presentation, the authors examine the impact of Chicago School Readiness Project (CSRP) on students' academic achievement in elementary school. First, they provide upper- and lower-bound estimates of the impact of CSRP on students' academic achievement, taking into account their subsequent nonrandom selection into higher versus lower quality school settings. Second, they test whether estimates of treatment impact vary as a function of key child (e.g., behavioral and poverty-related risk) and school characteristics (e.g., lower school quality in more highly disadvantaged neighborhoods). Third, taking a comprehensive view of children's development, and controlling for treatment status, they examine the extent to which classroom, family, and child characteristics, including more adaptive approaches to learning (e.g., on task behavior), shapes students' academic achievement. (Contains 2 tables.) (As Provided).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10