Reynolds, A. J. (2000). Success in Early Intervention: The Chicago Child-Parent Centers. Lincoln, NE: University of Nebraska Press.
Reynolds, A. J. (Chair). (2000). Alterable predictors of educational attainment in the Chicago Longitudinal Study. A symposium presented at the biennial meeting of the Society for Research on Adolescence in Chicago on March 30, 2000.
Reynolds, A. J., Miedel, W. T., Mann, E. A. (2000). Adopting innovation in early childhood education: The Child-Parent Center Program. Young Children, 55(2), 84-88.
Temple, J. A., Reynolds, A. J., Miedel, W. T. (2000). Can early intervention prevent high school dropout? Evidence from the Chicago Child-Parent Centers. Urban education. 35(1), 31-56. (Previous version presented at Head Start’s Fourth Annual Research Conference, July 10, 1998).
Chicago Longitudinal Study. (1999). A study of children in the Chicago public schools: User's guide (Version 6). Madison, WI: University of Wisconsin.Gill, S. & Reynolds, A. J. (1999). Educational expectations and school achievement of urban African American children. Journal of School Psychology. 37(4), 403-424.
Miedel, W. T., Reynolds, A. J. (1999). Parent involvement in early intervention for disadvantaged children: Does it matter?. Journal of School Psychology, 37(4), 379-402. (Previous version presented at Head Start’s Fourth Annual Research Conference, July 10, 1998).
Reynolds, A. J. (1999). Educational success in high-risk settings: Contributions of the Chicago Longitudinal Study. Journal of School Psychology. 37(4), 345-354.
Smokowski, P.R., Reynolds, A. J., Bezruczko, N. (1999). Resiliency and protective factors in adolescence: An autobiographical perspective from disadvantaged youth. Journal of School Psychology, 37(4), 425-448. (Previous version presented at the American Educational Research Association Conference, 1997, Chicago, IL).
Temple, J. A., & Reynolds, A. J. (1999). School mobility and achievement: Longitudinal results from an urban cohort. Journal of School Psychology, 37(4), 355-377.Reynolds, A. J. (1998). The Chicago Child-Parent Centers: A longitudinal study of extended early childhood intervention. In J. Crane (Ed.), Social programs that work (pp. 110-147). New York: Russell Sage Foundation.
Reynolds, A. J. (1998). Confirmatory program evaluation: A method for strengthening causal inference. American Journal of Evaluation, 19, 203-221.
Reynolds, A. J. (1998). Developing early childhood programs for children and families at risk: Research-based principles to promote long-term effectiveness. Children and Youth Services Review, 20, 503-523.
Reynolds, A. J. (1998). Resilience among black urban youth: Prevalence, intervention effects, and mechanisms of influence. American Journal of Orthopsychiatry, 68, 84-100.
Reynolds, A. J., Chang, H., & Temple, J. A. (1998). Early educational intervention and juvenile delinquency: An exploratory analysis. Evaluation Review, 22, 341-372.
Reynolds, A. J., & Temple, J. A. (1998). Extended early childhood intervention and school achievement: Age 13 findings from the Chicago Longitudinal Study. Child Development, 69, 231-246.
Reynolds, A. J., Bezruczko, N., Mavrogenes, N. A., & Hagemann, M. (1997, November). The Chicago Longitudinal Study. A study of children in the Chicago Public Schools. User's guide (Version 5). University of Wisconsin-Madison and Chicago Public Schools.
Reynolds, A. J., Mann, E., Miedel, W., & Smokowski, P. (1997). The state of early childhood intervention: Effectiveness, myths and realities, new directions. Focus, 19(1), 3-11.
Reynolds, A. J., Miedel, W. T. (1997). Inner-city Youth in the Chicago Longitudinal Study: A Survey of High School Experiences. (Progress report)
Reynolds, A. J., & Wolfe, B. (1997). Early intervention, school achievement, and special education placement: Findings from the Chicago Longitudinal Study. Focus, 19(3), 25-28.
Reynolds, A. J., Mavrogenes, N. A., Bezruczko, N., & Hagemann, M. (1996). Cognitive and family-support mediators of preschool intervention: A confirmatory analysis. Child Development, 67, 1119-1140.
Reynolds, A. J. (1995). One year of preschool intervention or two: Does it matter? Early Childhood Research Quarterly, 10, 1-31.
Reynolds, A. J., Mehana, M., & Temple, J. A. (1995). Does preschool intervention affect children’s perceived competence? Journal of Applied Developmental Psychology, 16, 211-230.
Reynolds, A. J., & Temple, J. A. (1995). Quasi-experimental estimates of the effects of a preschool intervention: Psychometric and econometric comparisons. Evaluation Review, 19, 347-379.
Mavrogenes, N. A., & Bezruczko, N. (1994). A study of the writing of fifth-grade disadvantaged children. Journal of Educational Research, 87, 228-238.
Reynolds, A. J. (1994). Effects of a preschool plus follow-on intervention for children at risk. Developmental Psychology, 30, 787-804.
Reynolds, A. J., & Gill, S. (1994). The role of parental perspectives in the school adjustment of children at risk. Journal of Youth and Adolescence, 23, 671-694.
Reynolds, A. J., Mavrogenes, N. A., Hagemann, M., & Bezruczko, N. (1993). Schools, families, and children: Sixth year results from the Longitudinal Study of Children at Risk. Chicago Public Schools, Department of Research, Evaluation and Planning.
