Publications 2000-present

Ou, S. & Reynolds, A. J. (In press). Early childhood intervention and educational attainment: Age 22 findings from the Chicago Longitudinal Study.   Journal of Education for Students Placed at Risk.

Reynolds, A. J. & Temple, J. A. (In press).  Economic returns of investments in preschool education.  In E. Zigler, W. Gilliam, & S. Jones. (Eds.).  The case for universal preschool education.  New York: Cambridge University Press.

Reynolds, A. J. (2005). Confirmatory program evaluation: Applications to early childhood interventions.  Teachers College Record, 107(10), 2401-2425.

Reynolds, A. J. & Clements, M. (2005).  Parental involvement and children's school success.  In E. N. Patrikakou, R. P. Weisberg, S. Redding, and H. J. Walberg. (Eds). School-family partnerships for children's success.  New York: Teachers College Press.

Reynolds, A. J. & Temple, J. A. (2005). Priorities for a new century of early childhood programs.  Infants & Young Children, 18(2), 104-118.

Barnard, W. M. (2004).  Parent involvement in elementary school and educational attainment.  Children and Youth Services Review, 26(1), 39-62.

Clements, M. A., Reynolds, A. J. & Hickey, E. (2004).  Site-level predictors of children's school and social competence in the Chicago Child-Parent Centers.  Early Childhood Research Quarterly, 19, 272-296.

Graue, E. Clements, M.A. Reynolds, A. J. & Niles, M. D. (2004).  More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children’s outcomes in the Child-Parent Centers.  Education Policy Analysis Archives, 12(72).

Mehana, M. & Reynolds, A. J. (2004). School mobility and achievement: a meta-analysis.  Children and Youth Services Review, 26(1), 93-119.

Ou, S. & Reynolds, A. J. (2004). Preschool Education and School Completion.  In R. E. Tremblay, R. G. Barr, R. DeV. Peters (Eds.)  Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development.

Reynolds, A. J. (2004). Dosage-response effects and mechanisms of change in public and model programs.  In E. Zigler & S. J. Styfco (Eds.), The Head Start debates (pp.379-396).  Baltimore, MD: Paul H. Brookes Publishing Co.

Reynolds, A. J. (2004).  Research on Early Childhood Interventions in the Confirmatory Mode.  Children and Youth Services Review, 26(1), 15-38.

Reynolds, A. J., Ou, S. & Topitzes, J. D. (2004)  Paths of effects of early childhood intervention on educational attainment and delinquency: A confirmatory analysis of the Chicago Child-Parent Centers.  Child Development, 75(5), 1299-1338.

Smokowski, P. R., Mann, E. A., Reynolds, A. J. & Fraser, M. W. (2004).  Childhood risk and protective factors and late adolescent adjustment in inner city minority youth. Children and Youth Services Review, 26(1), 63-91.

Temple, J. A. Reynolds, A. J. & Ou, S. (2004).  Grade retention and school dropout: Another look at the evidence.  In H. J. Walberg, A. J. Reynolds, & M. C. Wang (Eds.), Can unlike students learn together? Grade retention, tracking and grouping.  Greenwich, CT: Information Age.

Conyers, L. M. Reynolds, A. J. & Ou, S. (2003).  The effect of early childhood intervention on subsequent special education services: Findings from the Chicago Child-Parent Centers.  Educational Evaluation and Policy Analysis, 25(1), 75-95.

Reynolds, A. J. (2003).  The added value of continuing early intervention into the primary grades.  In A. J. Reynolds, M. C. Wang, & H. J. Walberg (Eds.),  Early childhood programs for a new century.  Washington, DC: Child Welfare League of America Press.

Reynolds, A. J. & Ou, S. (2003).  Promoting resilience through early childhood intervention.  In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities.  New York: Cambridge University Press

Reynolds, A. J. & Robertson, D. L.  (2003). School-based early intervention and later child maltreatment in the Chicago Longitudinal Study.  Child Development, 74(1), 3-26.

Reynolds, A. J., Temple, J. A., & Ou, S. (2003). School-based early intervention and child well-being in the Chicago Longitudinal Study. Child Welfare, 82, 633-656.

Reynolds, A. J. (2002). Early childhood interventions: Knowledge, practice, and policy.  Focus, 22(1), 112-117.

Chicago Longitudinal Study (2002).  Newsletter, No. 2.

Reynolds, A. J., Temple, J. A., Robertson, D. L., and Mann, E. A. (2002).  Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers.  Educational Evaluation and policy Analysis, 24(4), 267-303.  (Previous version, Institute for Research on Poverty, Discussion paper 1245-02.)

Reynolds, A. J., Temple, J. A., Robertson, D. L., Mann, E. A. (2001).  Long-term effects of an early childhood intervention on educational achievement and juvenile arrest- A 15-year follow-up of low-income children in public schools.  Journal of American Medical Association, 285(18), 2339-2346.

Chicago Longitudinal Study (2000).  Newsletter, No. 1.

Reynolds, A. J. (2000).  Success in Early Intervention: The Chicago Child-Parent Centers.  Lincoln, NE: University of Nebraska Press. 

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). 

Dissertations

Niles, M.D. (2004). Does early childhood intervention affect children's social and emotional development? Unpublished doctoral dissertation, University of Wisconsin, Madison.

Robertson, D. L. (2004). Family typologies and educational attainment in the Chicago Longitudinal Study. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Mann, E. A. (2003).  Early intervention as delinquency prevention: Evidence from the Chicago Longitudinal Study. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Ou, S. (2003). Mechanisms of effects of an early childhood intervention on educational attainment.  Unpublished doctoral dissertation, University of Wisconsin, Madison.

Barnard, W. M. (2001). Early intervention participation, parent involvement in early schooling and long-term school success. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Smokowski, P. R. (1998). Ecological risk and resilience: A mixed-method analysis of disadvantaged, minority youth.  Unpublished doctoral dissertation, University of Wisconsin, Madison.

Gill, S. (1997).  Educational expectations and school achievement of children in poverty.   Unpublished doctoral dissertation, Pennsylvania State University.

Publications prior to 2000

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.

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Revised: December 19, 2005.