Arthur J. Reynolds|Brandt A. Richardson|Momoko Hayakawa|Erin M. Lease|Mallory Warner-Richter|Michelle M. Englund|Suh Ruu Ou|Molly Sullivan
Association of a Full-Day vs Part-Day Preschool Intervention With School Readiness, Attendance, and Parent Involvement
Erikson Institute|University of Minnesota|Erikson Institute|University of Minnesota|Erikson Institute|University of Minnesota|Erikson Institute|University of Minnesota|Erikson Institute|University of Minnesota|University of Minnesota|Erikson Institute|University of Minnesota|Erikson Institute|University of Minnesota|Erikson Institute
early childhood interventions demonstrated positive effects wellbeing whether fullday vs partday attendance improves outcomes unknownto evaluate association full vs partday early childhood program school readiness attendance parent involvementendofpreschool followup nonrandomized matchedgroup cohort predominantly lowincome ethnic minority children enrolled childparent centers cpc full day 7 hours n 409 part day 3 hours average n 573 20122013 school year 11 schools chicago illinoisthe midwest cpc education program provides comprehensive instruction familysupport health services preschool third gradeschool readiness skills end preschool attendance chronic absences parental involvement readiness domains teaching strategies gold assessment system include total 49 items score range 105418 specific domains socioemotional 9 items score range 2081 language 6 items score range 1554 literacy 12 items score range 9104 math 7 items score 860 physical health 5 items score range 1445 cognitive development 10 items score range 1890fullday preschool participants higher scores partday peers socioemotional development 586 vs 545 difference 41 95 ci 0576 p 03 language 399 vs 373 difference 26 95 ci 0646 p 01 math 400 vs 364 difference 36 95 ci 0567 p 02 physical health 355 vs 336 difference 19 95 ci 0532 p 006 total score 2981 vs 2782 difference 199 95 ci 12384 p 04 literacy 645 vs 586 difference 59 95 ci 007 124 p 08 cognitive development 597 vs 577 difference 20 95 ci 24 63 p 38 significant fullday preschool graduates also higher rates attendance 859 vs 804 difference 55 95 ci 2684 p 001 lower rates chronic absences 10 days missed 530 vs 716 difference 186 95 ci 285 87 p 001 20 days missed 212 vs 388 difference 176 95 ci 256 97 p 001 differences parental involvementin expansion cpcs chicago fullday preschool intervention associated increased school readiness skills 4 6 domains attendance reduced chronic absences compared partday program findings replicated programs contexts