Publications and Reports

2020-Present / 2015-2019 / 2010-2014 / 2005-2009

2000-2004 / 1995-1999 / Prior to 1995

Dissertations

MLS Publications

2020-Present

Giovanelli, A., Mondi, C.F., Reynolds, A.J., & Ou, S. (2023). Evaluation of Midlife Educational Attainment Among Attendees of a Comprehensive Early Childhood Education Program in the Context of Early Adverse Childhood Experiences. JAMA Network Open, 6(6), e2319372-e2319372. https://doi.org/10.1001/jamanetworkopen.2023.1 Open access

Mondi, C. F., & Reynolds, A. J. (2023). Psychological well-being in early midlife following early childhood intervention. Development and Psychopathology, 35(1), 357-382https://doi.org/10.1017/S0954579421001528 Open access

Reynolds, A. J., Smerillo, N. E., Ou, S., Loveman-Brown, M., & Varshney, N. (2023). School performance in third grade after a full-day vs part-day preschool program. JAMA. https://doi.org/10.1001/jama.2023.20010 Preprint. MLS Data.

Reynolds, A. J., Varshney, N., Ou, S., Kritzik, R., & Loveman-Brown, M. (2023). Early Childhood Education and Midlife Ideal Cardiovascular Health in a Prospective Urban Cohort. JAMA Pediatrics. https://doi.org/10.1001/jamapediatrics.2023.4010

Mondi, C. F., Giovanelli, A., Ou, S., & Reynolds, A. J. (2022). Psychiatric and substance use disorders in a predominately low-income, black sample in early midlife. Journal of Psychiatric Research, 148, 332-339. https://doi.org/https://doi.org/10.1016/j.jpsychires.2022.02.008

Reynolds, A. J., Lee, S., Eales, L., Varshney, N. & Smerillo, N. (2022). Parental involvement and engagement in early education contribute to children’s success and well-being. In K.L. Bierman & S.M. Sheriden (Eds.), Family-school partnerships during the early school years. Research on Family-School Partnerships. New York: Springer. https://doi.org/10.1007/978-3-030-74617-9_6

Temple, J.A. Ou, S. & Reynolds, A. J. (2022). Closing Achievement Gaps Through Preschool-to-Third-Grade Programs. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.871973 Open access.

Vaisarova, J., & Reynolds, A. J. (2022). Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness. Educational Assessment, Evaluation and Accountability. 34(2), 195-226. https://doi.org/10.1007/s11092-021-09376-6. Open access. MLS Data.

Varshney, N., Temple, J., & Reynolds, A. (2022). Early Education and Adult Health: Age 37 Impacts and Economic Benefits of the Child-Parent Center Preschool ProgramJournal of Benefit-Cost Analysis, 13(1), 57-90. doi:10.1017/bca.2022.4 Open access

Ernst, J. R., & Reynolds, A. J. (2021). Preschool instructional approaches and age 35 health and well-being. Preventive Medicine Reports, 23, 101498. https://doi.org/https://doi.org/10.1016/j.pmedr.2021.101498 Open access

Giovanelli, A., & Reynolds, A. J. (2021). Adverse childhood experiences in a low-income black cohort: The importance of context. Preventive Medicine, 148, 106557. https://doi.org/https://doi.org/10.1016/j.ypmed.2021.106557 Open access

Mondi, C. F., Giovanelli, A., & Reynolds, A. J. (2021). Fostering socio-emotional learning through early childhood intervention. International Journal of Child Care and Education Policy, 15(1), 6. https://doi.org/10.1186/s40723-021-00084-8 Open access

Mondi, C. F., & Reynolds, A. J. (2021). Socio-emotional learning among low-income prekindergartners: The role of individual factors and early intervention. Early Education and Development, 32 (3), 360-384, DOI: 10.1080/10409289.2020.1778989  MLS data

Ou, S., Yoo, S., & Reynolds, A. J. (2021). Educational growth trajectories in adulthood: Findings from an inner-city cohort. Developmental Psychology, 57(7), 1163–1178. https://doi.org/10.1037/dev0001198. The manuscript is now available in PubMed Central (PMC) for public access.

Reynolds, A. (2021). Child development as social action: Reflections on four underrated contributions of Edward Zigler to science and society. Development and Psychopathology, 33, 466-482. doi:10.1017/S0954579420001777

Reynolds, A. J. (2021). Interstate variability in covid-19 infection and death rates: Do climate, health conditions, and distancing policies matter? Journal of Public Health Policy and Planning, 5(1), 1-3. Open access

Reynolds, A. J., Eales, L., Ou, S., Mondi, C. F., & Giovanelli, A. (2021). A Comprehensive, Multisystemic Early Childhood Program and Obesity at Age 37 Years.  JAMA Pediatrics. Online supplement. Open access

Reynolds, A. J., Ou, S. Eales, L., Mondi, C. F., & Giovanelli, A. (2021). Assessment of a Comprehensive Early Childhood Education Program and Cardiovascular Disease Risk in Midlife. JAMA Network Open, 4(8), e2120752-e2120752. https://doi.org/10.1001/jamanetworkopen.2021.20752 Open access

Reynolds, A. J., Richardson, B. A., & Lee, S. (2021). Preschool and kindergarten impacts of the Midwest expansion of the Child–Parent Centers in the Saint Paul public schools. Developmental Psychology, 57(4), 489–505. https://doi.org/10.1037/dev0001160 The manuscript is now available in PubMed Central (PMC) for public access. MLS data.

Eales, L., Reynolds, A. J., & Ou, S. (2020). Childhood Predictors of Adult Obesity in the Chicago Longitudinal Study. Preventive Medicine, 132. The manuscript is now available in PubMed Central (PMC) for public access.

Giovanelli, A., Reynolds, A.J., Mondi, C.F., and Ou, S. (2020). Adverse Childhood Experiences: Mechanisms of risk and resilience in a longitudinal urban cohort. Development and Psychopathology, 32 (4), 1418-1439. The manuscript is now available in PubMed Central (PMC) for public access.

Mondi, C. F., Reynolds, A. J., & Richardson, B. A. (2020). Early Childhood Education and Adult Depression: An Attrition Reanalysis With Inverse Propensity Score Weighting. Evaluation Review, 44(5-6): 379-409. https://doi.org/10.1177/0193841X20976527

Ou, S., Mondi, C. F., Yoo, S., Park, K., Warren, B. & Reynolds, A. J. (2020). Thirty years later: Locating and interviewing participants of the Chicago Longitudinal Study.  Early Childhood Research Quarterly, 51, 1-13. The manuscript is available in PubMed Central (PMC) for public access.

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.

Varshney, N., Lee, S., Temple, J. A., & Reynolds, A. J. (2020). Does early childhood education enhance parental school involvement in second grade?: Evidence from Midwest Child-Parent Center Program. Children and Youth Services Review, 117, 105317. Open access. MLS data

2015-2019

Reynolds, A. J., & Candee, A. J. (2019). Dimensionality and Predictive validity of the Classroom Learning Activities Checklist in Prekindergarten. Educational Assessment, Evaluation and Accountability, 31, 381-407. doi:10.1007/s11092-019-09306-7 Open access. MLS data

Reynolds, A. J. Margo, S. W., Ou, S. & Eales, L. (2019). Are Parent Involvement and School Quality Associated with Adult Smoking Behaviors? Findings from an Urban Early Childhood Cohort. Preventive Medicine, 127. Open access

Reynolds, A. J., Ou, S., Mondi, C. F., & Giovanelli, A. (2019). Reducing poverty and inequality through preschool-to-third-grade prevention services. American Psychologist, 74(6), 653-672. The manuscript is now available in PubMed Central (PMC) for public access.

Ou, S. Arteaga, I. Reynolds, A.J. (2019). Dosage Effects in the Child-Parent Center PreK-to-3rd Grade Program: A Re-Analysis in the Chicago Longitudinal Study. Children and Youth Services Review, 101, 285-298. The manuscript is now available in PubMed Central (PMC) for public access.

Reynolds, A. J. (2019). The Power of P-3 School Reform. Phi Delta Kappan 100(6), 27-33.

Giovanelli, A. Hayakawa, M, Englund, M.M., & Reynolds, A. J. (2018). African-American Males in Chicago: Pathways From Early Childhood Intervention to Reduced Violence.  Journal of Adolescent Health, 62(1), 80-86.

Reynolds, A. J., Ou, S. & Temple, J.A. (2018). A multi-component, Preschool-to-3rd grade Preventive intervention and educational attainment at age 35.  JAMA Pediatrics, 172(3), 247-256. Open access.

Smerillo, N.E., Reynolds, A.J., Temple, J.A. & Ou, S. (2018). Chronic absences, eighth grade achievement, and high school attainment in the Chicago Longitudinal Study. Journal of School Psychology, 67, 163-178.

Mondi, C., Reynolds, A. J. & Ou, S. (2017). Predictors of Depressive Symptoms in Emerging Adulthood in a Low-Income Urban Cohort.  Journal of Applied Developmental Psychology, 50,45-59.

Reynolds, A. J. Hayakawa, M., Ou, S., Mondi, C. F., Englund, M. M., Candee, A. J. & Smerillo, N. E. (2017) Scaling and Sustaining an Effective Early Childhood Intervention through School-Family-University Collaboration. Child Development. 88(5), 1453-1465. https://doi.org/10.1111/cdev.12901 Open access.

Reynolds, A. J., Ou, S., Mondi, C. F. & Hayakawa, M. (2017). Processes of Early Childhood Interventions to Adult Well-Being. Child Development, 88(2), 378-387. https://doi.org/10.1111/cdev.12733. PMC public access version.

Richardson, B. A., Reynolds, A. J., Temple, J. A., & Smerillo, N. E. (2017). School readiness in the Midwest Child-Parent Center Expansion: A propensity score analysis of year 1 impacts. Children and Youth Services Review, 79 (Supplement C), 620-630. https://doi.org/10.1016/j.childyouth.2017.06.042. MLS data

Chesmore, A. A., Ou, S. & Reynolds, A. J. (2016). Childhood Placement in Special Education and Adult Well-Being. Journal of Special Education, 50(2), 109-120.

Giovanelli, A. Reynolds, A. J., Mondi, C. F. & Ou, S. (2016). Adverse Childhood Experiences and Adult Well-Being in a Low-Income, Urban Cohort. Pediatrics, 137 (4).

Hayakawa, M., Giovanelli, A., Englund, M., & Reynolds, A. J. (2016). Not just academics: Paths of longitudinal effects from Parent Involvement to Substance Abuse in Emerging Adulthood. Journal of Adolescent Health, 58(4), 433-439.

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.

Reynolds, A. J., & Ou, S. (2016). Generative mechanisms in early childhood interventions: A confirmatory research framework for prevention. Prevention Science, 17(7), 794-805. https://doi.org/10.1007/s11121-015-0611-6

Reynolds, A. J., Richardson, B., Hayakawa, C. M., Englund, M. M., & Ou, S. (2016). Multi-Site Expansion of an Early Childhood Intervention and School Readiness. Pediatrics. 2016;138(1):e20154587. DOI: 10.1542/peds.2015-4587.

Temple, J., & Reynolds, A. (2016). New Developments in the Economics of Prevention: Social Impact Borrowing to Finance Cost-Effective Interventions. In M. Israelashvili & J. Romano (Eds.), The Cambridge Handbook of International Prevention Science (Cambridge Handbooks in Psychology, pp. 43-62). Cambridge: Cambridge University Press. doi:10.1017/9781316104453.004

Voith LA, Topitzes J, Reynolds AJ. (2016). Violent Victimization Among Disadvantaged Young Adults Exposed to Early Family Conflict and Abuse: A 24-Year Prospective Study of the Victimization Cycle Across Gender. Violence and Victims, 31(4): 767-85.

Hayakawa M, Englund MM, Candee A, et al. (2015). Effective Partnerships in School Reform: Lessons Learned From the Midwest Child-Parent Center Expansion. Journal of Education for Students Placed at Risk. 20(4), 263-280. MLS data

Temple, J. A. & Reynolds, A.J. (2015). Using cost-benefit analysis to scale up early childhood programs through Pay for Success financingJournal of Benefit-Cost Analysis. 6, 628-653.

Temple, J. A., & Reynolds, A. J. (2015). Using social-impact borrowing to expand preschool-to-third grade programs in urban schools. Journal of Education for Students Placed at Risk (JESPAR), 20(4), 281-292. https://doi.org/10.1080/10824669.2015.1076341

2010-2014

Arteaga,I., Humpage, S., Reynolds, A.J. & Temple, J.A. (2014). One Year of Preschool or Two–Is It Important for Adult Outcomes? Results from the Chicago Longitudinal Study of the Child-Parent Centers,  Economics of Education Review, 40, 221-237.

Chan, W., Ou, S. & Reynolds, A. J. (2014). Adolescent Civic Engagement and Adult Outcomes: An Examination among Urban Racial Minorities.  Journal of Youth and Adolescence, 43(11), 1829-1843. https://doi.org/10.1007/s10964-014-0136-5

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.

Ou, S. & Reynolds, A. J. (2014). Early Determinants of Postsecondary Education Participation and Degree attainment: Findings from an Inner-City Minority Cohort.  Education and Urban Society, 46(4), 474 – 504. https://doi.org/10.1177/0013124512447810

Reynolds, A. J., Richardson, B., Hayakawa, C. M., Lease, E. M. Warner-Richter, M. Englund, M. M., Ou, S., Sullivan, M. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.  Journal of American Medical Association, 312(20):2126-34. doi: 10.1001/jama.2014.15376. MLS data

Hayakawa, C. M., Englund, M. M., Warner-Richter, M., & Reynolds, A. J. (2013). Early parent involvement and student achievement: A longitudinal path analysis. NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 16(1), 103-126.

Herbers, J. E., Reynolds, A. J., & Chen, C. (2013). School mobility and developmental outcomes in young adulthood. Development and Psychopathology, 25, 501-515.

Mersky, J. P., Topitzes, J., & Reynolds, A. J. (2013). Impacts of adverse childhood experiences on health, mental health, and substance use in early adulthood: A cohort study of an urban, minority sample in the U.S. Child Abuse & Neglect, 37 (11), 917-925.

Ou, S. & Reynolds, A. J. (2013). Timing of first childbirth and young women’s postsecondary education in an inner-city minority cohort. Urban Education, 48(2), 289-313. https://doi.org/10.1177/0042085912451586

Topitzes, J., Mersky, J. P., Dezen, K.A., & Reynolds, A. J. (2013). Adult resilience among maltreated children: A prospective investigation of main effect and mediating models,Children and Youth Services Review, 35 (6), 937-949.

Mersky, J. P., Topitzes, J., & Reynolds, A. J. (2012). Unsafe at any age: Linking childhood and adolescent maltreatment to delinquency and crime. Journal of Research in Crime and Delinquency, 49, 295-318.

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

Topitzes, J., Mersky, J. P., & Reynolds, A. J. (2012). From child maltreatment to violent offending: An examination of mixed-gender and gender-specific models. Journal of Interpersonal Violence, 27, 2322-2347. https://doi.org/10.1177/0886260511433510

Mersky, J. P., Topitzes, J., & Reynolds, A. J. (2011). Maltreatment prevention through early childhood intervention: A confirmatory evaluation of the Chicago Child-Parent Center preschool program. Children and Youth Services Review, 33, 1454-1463. https://doi.org/10.1016/j.childyouth.2011.04.022

Reynolds, A. J., & Hayakawa, C. (2011). Why the Child-Parent Centers enhance life-course well-being. In E. Zigler & S. J. Styfco (Eds.), The Pre-K Debates: Current Controversies and Issues New York: Brookes Publishing.

Reynolds, A. J., Temple, J. A. Ou, S., Arteaga, I. A. & White, B. A. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups.Science, 9 June 2011 DOI: 10.1126/science.1203618. “This is the author’s version of the work. It is posted here by permission of the AAAS for personal use, not for redistribution. The definitive version was published in Science, 9 June 2011, doi:10.1126/science.1203618.”

Reynolds, A. J. & Ou, S. (2011). Paths of effects from preschool to adult well-being: A confirmatory analysis of the Child-Parent Center Program. Child Development. 82(2), 555-582. https://doi.org/10.1111/j.1467-8624.2010.01562.x

Reynolds, A. J., Temple, J. A., & White, B. (2011). Economic benefits of intervention programs implemented in the first decade of life. In E. Zigler & S. J. Styfco (Eds.), The Pre-K Debates: Current Controversies and Issues New York: Brookes Publishing.

Reynolds, A. J. Temple, J. A., White, B., Ou, S. & Robertson, D. L. (2011). Age-26 Cost-Benefit Analysis of the Child-Parent Center Early Education Program. Child Development, 82(1), 379-404. Appendix: Technical Report. Science News.

Topitzes, J., Mersky, J. P., & Reynolds, A. J. (2011). Child maltreatment and offending behavior: Gender-specific effects and pathways. Criminal Justice and Behavior, 38, 492-510. https://doi.org/10.1177/0093854811398578

Arteaga, I., Chen, C. & Reynolds, A. J. (2010).  Childhood predictors of adult substance abuse.Children and Youth Services Review, 32, 1108-1120.

Conyers, L, Odes, E., Varghese,S., Grower, S.,& Reynolds, A. (2010). Educational outcomes of students with learning disabilities from the Chicago Longitudinal Study: Implications for transition. Journal of Minority Disability Research and Practice, 1(2), 73-109.

Mersky, J. P. & Topitzes, J. (2010). Comparing early adult outcomes of maltreated and non-maltreated children: A prospective longitudinal investigation. Children and Youth Services Review, 32(8), 1086-1096. https://doi.org/10.1016/j.childyouth.2009.10.018

Ou, S. & Reynolds, A. J. (2010). Grade Retention, Postsecondary Education, and Public Aid Receipt. Educational Evaluation and Policy Analysis, 32(1), 118-139. https://doi.org/10.3102/0162373709354334. The manuscript is available in PubMed Central (PMC) for public access.

Ou, S. & Reynolds, A. J. (2010). Mechanisms of the Long-Term Effects of Early Intervention Program on Educational Attainment: A Gender Subgroup Analysis. Children and Youth Services Review, 32(8), 1064-1076. https://doi.org/10.1016/j.childyouth.2009.10.020

Ou, S. & Reynolds, A. J. (2010). Childhood predictors of young adult male crime. Children and Youth Services Review, 32(8), 1097-1107. https://doi.org/10.1016/j.childyouth.2010.02.009

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., Magnuson, K. & Ou, S. (2010). Preschool-to-third grade programs and practices: A review of research. Children and Youth Services Review, 32(8), 1121-1131. https://doi.org/10.1016/j.childyouth.2009.10.017

Reynolds, A. J. & Ou, S. (2010). Early childhood to young adulthood: An introduction to the special issue. Children and Youth Services Review, 32, 1045-1053. https://doi.org/10.1016/j.childyouth.2010.03.024

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., & Ou, S. (2010). Preschool Education, Educational Attainment, and Crime: Contributions of Cognitive and Non-Cognitive Skills. Children and Youth Services Review, 32(8), 1054-1063. https://doi.org/10.1016/j.childyouth.2009.10.019

Robertson, D. L. & Reynolds, A. J. (2010). Family profiles and educational attainment. Children and Youth Services Review, 32(8), 1077-1085. https://doi.org/10.1016/j.childyouth.2009.10.021

Temple, J. A., Reynolds, A. J. & Arteaga, I. (2010) Low birth weight, preschool education, and school remediation, Education and Urban Society, 42, 705-729. https://doi.org/10.1177/0013124510370946

Topitzes, J., Mersky, J. P., & Reynolds, A. J. (2010). Child Maltreatment and adult cigarette smoking: A developmental model of long-term mediation Effects. Journal of Pediatric Psychology. 35(5), 484-498.

White, B. A. B., Temple, J. A., & Reynolds, A. J. (2010). Predicting adult criminal behavior from juvenile delinquency: Ex-ante vs. ex-post benefits of early intervention. Advances in Life Course Research, 15(4), 161-170. https://doi.org/10.1016/j.alcr.2010.10.005

2005-2009

Mersky, J., Berger, L.M., Reynolds, A. J. & Gromoske, A. N. (2009). Risk factors for child maltreatment: A longitudinal investigation of a cohort of inner-city youth. Child Maltreatment, 14(1), 73-88.

Mersky, J. P., Topitzes, J., & Reynolds, A. J. (2009). Chronic neglect: Prediction and prevention. Protecting Children, 41(1), 67-77.

Reynolds, A. J., Chen, C., & Herbers, J. (2009). School mobility and educational success: A research synthesis and evidence on prevention. Paper for a workshop on mobility, National Research Council, Washington, DC.

Reynolds, A. J., Mathieson, L., & Topitzes, J. (2009). Do Early Childhood Interventions Prevent Child Maltreatment?: A Review of Research. Child Maltreatment, 14(2), 182-206. doi: 10.1177/1077559508326223

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., & Shlafer, R. J. (2009). Parent involvement in early education. In S. L. Christenson & A. L. Reschly (Eds), Handbook of school-family partnerships (pp. 158-174). New York: Routledge.

Topitzes, J., Godes, O, Mersky, J. P., Ceglarek, S. & Reynolds, A. J. (2009). Educational success and adult health: Findings from the Chicago Longitudinal Study. Prevention Science, 10(2), 175-95.

Niles, M. D. & Peck, L. (2008). How Poverty and Segregation Impact Child Development: Evidence from the Chicago Longitudinal Study. Journal of Poverty. 12(3): 306-332.

Niles, M. D. Reynolds, A. J. & Roe-Sepowitz, D. (2008). Early childhood intervention and early adolescent social and emotional competence: Second-generation evaluation evidence from the Chicago Longitudinal Study. Educational Research, 50(1), 55-73.

Ou, S. (2008). Do GED Recipients Differ from Graduates and School Dropouts? Findings from an Inner-City Cohort. Urban Education, 43(1), 83-117. https://doi.org/10.1177/0042085907305187

Ou, S. & Reynolds, A. J.  (2008). Predictors of Educational Attainment in the Chicago Longitudinal Study. School Psychology Quarterly, 23(2), 199-229. https://doi.org/10.1037/1045-3830.23.2.199

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.

Reynolds, A. J. & Temple, J. A. (2008). Long-term effects of early childhood interventions: A critical analysis. Annual Review of Clinical Psychology, 4, 109-139.

Mersky, J. P. & Reynolds, A. J. (2007). Predictors of early childbearing: Evidence from the Chicago longitudinal study. Children and Youth Services Review, 29 (1), 35-52.

Mersky, J. P., & Reynolds, A. J. (2007). Child maltreatment and violent delinquency: Disentangling main effects and subgroup effects. Child Maltreatment, 12(3), 246-258.

Ou, S., Mersky, J. P., Reynolds, A. J., & Kohler, K. M. (2007). Alterable predictors of educational attainment, income, and crime: Findings from an inner-city cohort. Social Service Review, 81(1): 85-128.

Reynolds, A. J. Temple, J. A., Ou, S., Robertson, D. L., Mersky, .J. P., Topitzes, J. W. & Niles, M. D. (2007). Effects of a School-Based, Early Childhood Intervention on Adult Health and Well Being: A 19-Year Follow Up of Low-Income Families. Archives of Pediatrics & Adolescent Medicine. 161(8), 730-739.

Temple, J. A. & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the Child-Parent Centers and related programs. Economics of Education Review, 26 (1), 126-144.

Mann, E. A. & Reynolds, A. J. (2006). Early intervention and juvenile delinquency prevention: Evidence from the Chicago Longitudinal StudySocial Work Research, 30 (3), 153-167. https://doi.org/10.1093/swr/30.3.153

Niles, M. D., Reynolds, A. J. & Nagasawa, M. (2006). Does Early Childhood Intervention Affect the Social and Emotional Development of Participants? Early Childhood Research & Practice, 8 (1).

Ou, S. & Reynolds, A. J. (2006). Early childhood intervention and educational attainment: Age 22 findings from the Chicago Longitudinal Study.   Journal of Education for Students Placed at Risk, 11 (2), 175-198. https://doi.org/10.1207/s15327671espr1102_4

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., Magnuson, K. & Ou, S. (2006).  P-3 Education: Programs and Practices that Work in Children’s First Decade.  Working paper for Foundation of Child Development.

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., Temple, J. A., Ou, S., Robertson, D. L., Mersky, J. P., Topitzes, J. W. & Niles, M. (2006). Effects of a School-Based, Early Childhood Intervention on Adult Health and Well Being: A 20-Year Follow Up of Low-Income Families. Early Childhood Research Collaborative Working Paper.

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

Ou, S. (2005).  Pathways of long-term Effects of an Early Intervention Program on Educational Attainment: Findings from the Chicago Longitudinal Study.  Journal of Applied Developmental psychology, 26 (5), 578-611. https://doi.org/10.1016/j.appdev.2005.06.008

Reynolds, A. J. (2005). Confirmatory program evaluation: Applications to early childhood interventions.  Teachers College Record, 107 (10), 2401-2425. https://doi.org/10.1111/j.1467-9620.2005.00597.x

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.

2000-2004

Barnard, W. M. (2004).  Parent involvement in elementary school and educational attainment.  Children and Youth Services Review, 26 (1), 39-62. https://doi.org/10.1016/j.childyouth.2003.11.002

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. https://doi.org/10.1016/j.ecresq.2004.04.005

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. https://doi.org/10.1016/j.childyouth.2003.11.004

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. https://doi.org/10.1016/j.childyouth.2003.11.001

Reynolds, A. J. & Ou, S. (2004).  Alterable Predictors of Child Well-Being in the Chicago Longitudinal Study.  Children and Youth Services Review, 26 (1), 1-14. https://doi.org/10.1016/j.childyouth.2003.11.005

Reynolds, A. J., Ou, S. & Topitzes, J. W. (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. https://doi.org/10.1111/j.1467-8624.2004.00742.x

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. https://doi.org/10.1016/j.childyouth.2003.11.003

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. http://www.jstor.org/stable/45390145

Chicago Longitudinal Study (2002).  CLS Newsletter Vol. 2 (2002)

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

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.) Appendix: Technical Report.

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).  CLS Newsletter Vol. 1 (2000)

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).

1995-1999

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. https://doi.org/10.1016/S0022-4405(99)00027-8

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. https://doi.org/10.1016/S0022-4405(99)00025-4

Smokowski, P. R., Reynolds, A. J., Bezruczko, N. (1999).  Resilience 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(2), 211-230. https://doi.org/10.1016/0193-3973(95)90033-0

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.

Prior to 1995

Mavrogenes, N. A., & Bezruczko, N. (1994). A Study of the Writing of Fifth-Grade Disadvantaged Children. Journal of Educational Research, 87(4), 228-238. https://doi.org/10.1080/00220671.1994.9941247

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.

Reynolds, A. J. (1992). Grade Retention and School Adjustment – an Explanatory Analysis. Educational Evaluation and Policy Analysis, 14(2), 101-121.

Reynolds, A. J. (1992). Mediated Effects of Preschool Intervention, Early Education and Development, 3(2),139-164, DOI: 10.1207/s15566935eed0302_8

Reynolds, A. J. (1991). Early schooling of children at risk. American Educational Research Journal, 28(2), 392–422. https://doi.org/10.2307/1162946

Reynolds, A. J., & Bezruczko, N. (1991). Longitudinal Study of Children at Risk: Summary Report 1985-1990. Research Report, 17 pp.  Chicago: Department of Research, Evaluation and Planning, Chicago Public Schools.

Reynolds, A. J. (1989). A structural model of first-grade outcomes for an urban, low socioeconomic status, minority population. Journal of Educational Psychology, 81(4), 594-603. http://dx.doi.org/10.1037/0022-0663.81.4.594

Reynolds, A. J., & Bezruczko, N. (1989). Assessing the construct validity of a life skills competency test. Educational and Psychological Measurement, 49(1), 183–193. https://doi.org/10.1177/00131644894

Hagemann, M. (1985). Chicago’s early childhood programs. Chicago: Department of Research and Evaluation, Bureau of ECIA Program Evaluation, Chicago Public School District.

Mavrogenes, N. A., & Oberman, G. L. (1987, June). Chicago Public Schools’ All-day kindergarten program: Final evaluation report, Fiscal 1986. Chicago: Department of Research and Evaluation, Bureau of ECIA Program Evaluation for the Education Consolidation and Improvement Act, Chapter 2.

Dissertations

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

Smokowski, P. R. (1998). Ecological risk and resilience: A mixed-method analysis of disadvantaged, minority youth.  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.

Ou, S. (2003). Mechanisms of effects of an early childhood intervention on educational attainment.  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.

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

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

Topitzes, J. W. (2006). The effects of child maltreatment on adult crime: An examination of a long-term developmental model. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Mersky, J. P. (2006). Disentangling the connections between child maltreatment and juvenile delinquency: A second-generation approach to identifying subgroups. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Kohler, K. M. (2006). An investigation of parent involvement in the child-parent-center program and its influence on the social and emotional development of economically disadvantaged children. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Ceglarek, S. L. (2008). The effects of early childhood intervention on long-term health outcomes. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Chen, C. (2009). Predictors of Behavioral Problems for Students with High-Incidence Disabilities. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.

Ryoo, J. (2010). Model Selection with the Linear Mixed Effects Model for Longitudinal Data. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.

Arteaga, I. (2010). Three essays on the economics of child development. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.

Hayakawa, C. M. (2013). Parent Involvement as a Mechanism of the Effects of Early Childhood Intervention. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.

Candee, A. J. (2016). The Classroom Learning Activities Checklist: Validity Evidence of an Observation Tool in Preschool. Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.

Richardson, B. A. (2017). Three Essays on the Economics of Early Education. Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.

Giovanelli, A. (2018). Adverse Childhood Experiences and Adult Well-Being: Impacts by Type, Timing, and Early Childhood Intervention. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.

Mondi-Rago, C. (2020). Early educational intervention and midlife psychological wellbeing: A longitudinal investigation in a low-income, urban sample. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.

Lee, S. (2021). Three essays in Early Childhood Education. Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.

Smerillo, N.E. (2022). Preschool parent perceptions of school climate and child achievement.  Unpublished doctoral dissertation, University of Minnesota, Twin Cities. MLS data.

Varshney, N. (2023). Three essays on Using Economic Evaluations for Scaling Up Early Childhood Education and Development Programs. Unpublished doctoral dissertation, University of Minnesota, Twin Cities.