Books and Chapters

Books

Reynolds, A. J., & Temple, J. A. (Eds.) (2019). Sustaining early childhood learning gains : program, school, and family influences. Cambridge ; New York, NY: Cambridge University Press.

Reynolds, A. J., Rolnick, A. J., & Temple, J. A. (Eds.) (2014). Health and education in early childhood : predictors, interventions, and policies. New York: Cambridge University Press.

Reynolds, A. J. (2012). Success in early intervention: The Chicago Child-Parent Centers. Lincoln: University of Nebraska Press (Reprinted from 2000).

Reynolds, A. J., Rolnick, A. J., Englund, M.M., & Temple, J.A. (Eds.) (2010). Childhood programs and practices in the first decade of life : a human capital integration. New York: Cambridge University Press.

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

User Manuals

Chicago Longitudinal Study. (2005).  A study of children from the Chicago public schools: User’s guide (Version 7).  Madison, WI: University of Wisconsin.

Chicago Longitudinal Study. (1999).  A study of children in the Chicago public schools: User’s guide (Version 6).  Madison, WI: University of Wisconsin.

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.

Chapters

Reynolds, A. J., Smerillo, N., & Eales, L. (In press). Family involvement and engagement in a school reform model. In K. Bierman & S. Sheriden (Eds.), Family-school partnerships during the early school years.  New York: Springer.

Ou, S. & Reynolds, A. J. (2020). Preschool Education and School Completion. 3rd edition. In R. E. Tremblay, M. Boivin, R. DeV. Peters (Eds.)  Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development.

Reynolds, A J., Ou, S., Mondi, C.F, Hayakawa, M. (2019). School-Related and Family Processes Leading to Long-Term Intervention Effects. In A. J. Reynolds & J. A. Temple (Eds.), Sustaining early learning gains: Program, school, & family influences. New York: Cambridge University Press. pp. 235-253.

Reynolds, A. J., & Temple, J. A. (2019). Increasing and sustaining gains in early childhood. In A. J. Reynolds & J. A. Temple (Eds.), Sustaining early learning gains: Program, school, & family influences. New York: Cambridge University Press.

Ou, S. & Reynolds, A. J. (2016). The role of non-cognitive factors in pathways to college attendance and degree completion (pp. 373-394). In Khine, M. S. and Areepattamannil, S. (Eds) Non-cognitive skills and factors in educational attainment. Rotterdam, Netherlands: Sense Publishers.

Reynolds, A. J., & Mondi, C. F. (2016). Child-Parent Centers. In D. Couchenour & J. K. Chrisman (Eds.), SAGE Encyclopedia of Contemporary Early Childhood Education. Thousand Oaks, CA: Sage Publications, Inc.

Englund, M. M., White, B. Reynolds, A. J., Schweinhart, L. J. & Campbell, F. A. (2014). Health outcomes of the Abecedarian, Child-Parent Center, and High Scope Perry Preschool Programs. In A. J. Reynolds, A. Rolnick, & J. A. Temple (Eds.), Health and education in early childhood: Predictors, interventions, and policies. New York: Cambridge University Press.

Hayakawa, C. M., & Reynolds, A. J. (2014). Preschool instruction approach and adult well-being. In A. J. Reynolds et al. (Eds.), Health and education in early childhood: Predictors, programs, and policies. New York: Cambridge University Press.

Hayawaka, C. M. & Reynolds, A. J. (2014). Elements and Strategies of Effective Early Childhood Education Programs: Lessons from the Field. In A. Ben-Arieh et al. (Eds.) Handbook of Child Well-Being: Theories, Methods, and Policies in Global Perspective. New York: Springer.

Reynolds, A. J., Englund, M. M., Ou, S., Schweinhart, L. J., & Campbell, F. (2010). Paths of effects of preschool participation to educational attainment at age 21: A study of the Child-Parent Centers, High Scope Perry Preschool, and Abecedarian Project. In A.J. Reynolds, A. Rolnick, M. M. Englund, & J. Temple (Eds.), Childhood programs and practices in the first decade of life: A human capital integration. New York: Cambridge University Press.

Reynolds, A. J. Temple, J. A., & Ou, S. (2010). Impacts and Implications of the Child-Parent Center Preschool Program. In A.J. Reynolds, A. Rolnick, M. M. Englund, & J. Temple (Eds.), Childhood programs and practices in the first decade of life: A human capital integration. New York: Cambridge University Press.

Reynolds, A. J., Temple, J. A. & White, B. A. (2009). Cost-effective early childhood development programs: A synthesis of evidence in the first decade of life. Encyclopedia of Education.

Reynolds, A. J., & Mersky, J. P. (2008).Promoting child well-being through early intervention: Findings from the Chicago Longitudinal Study. In D. Lindsay (Ed.), Child welfare research (pp. 291-306). New York: Oxford University Press.

Ou, S. & Reynolds, A. J. (2006). School-age services: Programs that extend the benefits of early care and education services.  In C. J. Groark, K. E. Mehaffie, R. B. McCall, & M. T. Greenberg, (Eds.). Evidence-based practices and programs for early childhood care and education.  Thousand Oaks, CA: Corwin Press.

Reynolds, A. J. & Temple, J. A. (2006).  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. & Temple, J. A. (2006). Impacts of the Chicago Child-Parent Centers on child and family development. In H. E. Fitzgerald, R. Zucker, & K. Freeark (Eds.). The crisis in youth mental health: Critical issues and effective programs. Vol 4. Early intervention programs and policies (pp.229-249). Westport, CT: Praeger Publishers.

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.

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.

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.

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. (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.