Research Associate and Affiliate Graduate Faculty
Ph.D. Social Welfare, University of Wisconsin-Madison
Institute of Child Development
51 East River Road
University of Minnesota – Twin Cities
Minneapolis, MN 55455
Areas of specialization: program evaluation, research methodology, educational attainment, and the effects of early childhood intervention.
Research topics includes evaluating the effects of adolescent civic engagement, the long-term effects of early childhood intervention, determinants of educational attainment/postsecondary education, effects of grade retention, dosage effects of early childhood intervention, and process of early childhood intervention to adult outcomes.
Selected Publications
Ou, S., Yoo, S., & Reynolds, A. J. (2024). Civic participation in early adulthood and midlife well-being in an inner city cohort. Journal of Adult Development. https://doi.org/10.1007/s10804-024-09499-2 Full-text access: https://rdcu.be/dZvR3
Reynolds, A. J., Ou, S.-R., Mondi, C. F., Giovanelli, A., & Morency, M. M. (2024). Structural inequality modifies midlife outcomes of a multisystemic early childhood program. Families, Systems, & Health, 42(3), 417–426. https://doi.org/10.1037/fsh0000895.
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
Reynolds, A. J., Smerillo, N. E., Ou, S.-R., 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.-R., 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
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.
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. 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
Eales, L., Reynolds, A. J., & Ou, S. (2020). Childhood Predictors of Adult Obesity in the Chicago Longitudinal Study. Preventive Medicine, 132.
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
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 now 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.
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. 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.-R., 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.
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. Open access
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. 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.
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). doi: 10.1542/peds.2015-4016
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.
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., & Ou, S. (2016). Generative mechanisms in early childhood interventions: A confirmatory research framework for prevention. Prevention Science.17(7), 794-805.
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.
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.
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
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.
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.
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.
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.
Ou, S. & Reynolds, A. J. (2010). Grade Retention, Postsecondary Education, and Public Aid Receipt.Educational Evaluation and Policy Analysis, 32(1), 118-139.
Ou, S. & Reynolds, A. J. (2010). Childhood Predictors of Young Adult Male Crime. Children and Youth Services Review, 32(8), 1097-1107.
Reynolds, A. J. & Ou, S. (2010). Early Childhood to Young Adulthood: An Introduction to the Special Issue. Children and Youth Services Review, 32(8), 1045-1053.
Ou, S. (2008). Do GED Recipients Differ from Graduates and School Dropouts? Findings from an Inner-City Cohort. Urban Education, 43(1), 83-117.
Ou, S. & Reynolds, A. J. (2008). Predictors of Educational Attainment in the Chicago Longitudinal Study. School Psychology Quarterly, 23(2), 199-229.
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.
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 programs, practices, and policies for early childhood care and education (pp.114-134). Thousand Oaks, CA: Corwin Press.
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.
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.
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.