@article{ref1,
title="Can Early Intervention Prevent High School Dropout? Evidence from the Chicago Child-Parent Centers",
journal="Urban education",
year="2000",
author="Temple, Judy A. and Reynolds, Arthur J. and Miedel, Wendy T.",
volume="35",
number="1",
pages="31-56",
abstract="The authors investigated the effects of participation in the Chicago Child-Parent Center and Expansion Program from ages 3 to 9 on school dropout by ages 17 to 18. This Title I program provides child education and family support services from preschool through second or third grade in 20 sites in Chicago's poorest neighborhoods. After comparing children in 20 program sites with children who attended schools in similarly poor neighborhoods without the intervention, we found that preschool participation was associated with a 24% reduction in the rate of school dropout and that participation for 5 or 6 years was associated with a 27% reduction in the rate of early school dropout relative to less extensive participation. (Abstract Adapted from Source: Urban Education, 2000. Copyright © 2000 by SAGE Publications)For more information on the Chicago Child-Parent Center and Expansion Program (CPC), see VioPro record number 3402.Early ChildhoodMiddle ChildhoodElementary School StudentGrade KGrade 1Grade 2Grade 3Preschool StudentIllinoisAfrican American ChildChild DevelopmentEarly InterventionIntervention ProgramSocial DevelopmentSchool PerformanceSchool AchievementEducation ProgramCommunity BasedFamily BasedSocial Skills DevelopmentUrban YouthUrban EnvironmentProsocial SkillsLow Income YouthLong-Term EffectsSocial CompetenceEducation ProgramSocioeconomic FactorsSocioeconomic StatusEarly Childhood EducationSchool Dropout Prevention09-00<p />",
language="en",
issn="0042-0859",
doi="",
url="http://dx.doi.org/"
}