Studies Completed in the Chicago Longitudinal Study: 1987-2000

Chicago Public Schools. (1987). Chapter 2 all-day kindergarten program final evaluation report: Fiscal 1986. Chicago: Department of Research and Evaluation. (N. Mavrogenes)

Reynolds, A. J. (1989a). A structural model of first-grade outcomes for an urban, low socioeconomic status minority population. Journal of Educational Psychology, 85, 594-603.

Reynolds, A. J. (1989b). Early schooling of children at risk. Unpublished doctoral dissertation, University of Illinois at Chicago.

Reynolds, A. J. (1991). Early schooling of children at risk. American Educational Research Journal, 28, 392-422. (summary of previous paper)

Reynolds, A. J., Mavrogenes, N. A., Hagemann, M., & Bezruczko, N. (1991). Multiple influences on early school adjustment: Results from the Longitudinal Study of Children at Risk. A symposium presented at the annual meeting of the American Educational Research Association, April, Chicago.

Bezruczko, N. (1992). A study of differences in reading achievement for four early childhood programs. Paper presented in a symposium at the annual meeting of the American Educational Research Association, April 20-24, San Francisco.

Hagemann, M., & Bezruczko, N. (1992). The educationally at-risk child: An ethnographic study. Paper presented in a symposium at the annual meeting of the American Educational Research Association, April 20-24, San Francisco.

Reynolds, A. J. (1992a). Mediated effects of preschool intervention. Early Education and Development, 3, 139-164.

Reynolds, A. J. (1992b). Grade retention and school adjustment: An explanatory analysis. Educational Evaluation and Policy Analysis, 14, 101-121.

Reynolds, A. J. (1992c). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7, 441-462.

Reynolds, A. J. (1992d). Overview of the Longitudinal Study of Children at Risk. Paper presented in a symposium at the annual meeting of the American Educational Research Association, April 20-24, San Francisco.

Mavrogenes, N. A., & Bezruczko, N. (1993). Influences on writing development. Journal of Educational Research, 86, 237-245.

Reynolds, A. J. (1993). One year of preschool intervention or two: Does it matter? Paper presented at the 2nd National Head Start Research Conference, November 4-7, Washington, DC.

Reynolds, A. J., & Bezruczko, N. (1993). School adjustment of children at risk through fourth grade. Merrill-Palmer Quarterly, 39, 457-480.

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.

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. (1994a). Longer-term effects of the Child Parent Center and Expansion Program. Paper presented at the annual meeting of the Chicago Metropolitan Association for the Education of Young Children, February 2-5, Chicago.

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.

Gill, S., Reynolds, A. J., & Pai, S. (1995). Parent types and academic achievement of children at risk: A longitudinal study. Paper presented at the biennial meeting of the Society for Research in child Development, March, Indianapolis, IN.

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.

Temple, J. A., & Reynolds, A. J. (1995). Predictors and consequences of school mobility for urban black children from low-income families. Paper presented at the fifth biennial conference of the Society for Community Research and Action, June, Chicago.**

McClanahan, W. (1996). Explaining early adolescent delinquency: An exploratory analysis of family, neighborhood and individual characteristics. Unpublished master's thesis. Pennsylvania State University, University Park, PA.

Reynolds, A. J. (1996). Developing early childhood programs for children and families at risk: Research-based principles to promote long-term effectiveness.*

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.

Bezruczko, N. (1997). Life skills competency and early intervention. Paper presented at the annual meeting of the American Educational Research Association, March 24, 1997, Chicago.

Branden, T., & Reynolds, A. J. (1997). The effects of neighborhood quality on academic achievement and delinquency. Paper submitted to the biennial meeting of the Society for Research in Adolescence.

Conyers, L. M., Reynolds, A. J. (1997). Early intervention for 'at risk' children: Subsequent special education services. Paper presented at the annual meeting of the American Educational Research Association, March 24, 1997, Chicago.

Gravenish, M. L., & Reynolds, A. J. (1997). Family moderators of the effects of early intervention on school achievement. Paper presented at the annual meeting of the American Educational Research Association, March 24, 1997, Chicago. Also presented at the biennial meeting of the Society for Research in Child Development, April 4, 1997, Washington, DC.

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

Mann, E. A., Miedel, W. T., & Reynolds, A. J. (1997). Exploring the relationship between extended early intervention and delinquency. Paper submitted to the biennial meeting of the Society for Research in Adolescence.

Miedel, W. T., & Reynolds, A. J. (1997). Early Intervention Program Site Predictors of School Achievement: Early and Later Consequences. Paper presented at the annual meeting of the American Educational Research Association, March 24, 1997, Chicago. Also presented at the biennial meeting of the Society for Research in Child Development, April 5, 1997, Washington, DC.

Reynolds, A. J. (1997). Early childhood intervention and adolescent social competence: Findings from the Chicago Child-Parent Centers. Paper presented at the biennial meeting of the Society for Research in Child Development, April 5, 1997, Washington, DC.

Reynolds, A. J., & Chang, H. (1997). Early childhood intervention, school competence, and delinquency: What is the connection? Paper presented at the annual meeting of the American Educational Research Association, March 24, 1997, Chicago.

Reynolds, A. J., Chang, H., & Temple, J. A. (1997). Early educational intervention and juvenile delinquency: Findings from the Chicago Longitudinal Study of the Child-Parent Centers. Paper presented at the biennial meeting of the Society for Research in Child Development, April 6, 1997, Washington, DC.

Reynolds, A. J., & Langhart, L. (Co-Chairs) (1997). The Chicago Longitudinal Study of the Child Parent Centers: Adolescent development. Symposium presented at the annual meeting of the American Educational Research Association, March 24, 1997, Chicago.

Smokowski, P., & Reynolds, A. J. (1997). What personal essays tell us about resilience and protective factors. Paper presented at the annual meeting of the American Educational Research Association, March 24, 1997, Chicago.*

Reynolds, A. J., & Wolfe, B. (1997). Special education and school achievement: An exploratory analysis with a central city sample.*

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(3), 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. (in press). Developing early childhood programs for children and families at risk: Research-based principles to promote long-term effectiveness. Children and Youth Services Review.

Reynolds, A. J. (1998). Resilience among black urban youth: Prevalence, intervention effects, and mechanisms of influence. American Journal of Orthopsychiatry, 68(1): 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.

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.

McCoy, A., & Reynolds, A. J. (1999). Grade Retention and school performance: An extended investigation. Journal of School Psychology.  37(3), 273-298.

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. (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.

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).

Note. Many of the published papers also were presented at professional conferences.

* Paper was submitted for publication.

** A revised version of the paper was submitted for publication