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.
Current research includes evaluating 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.
Giovanelli, A., Reynolds, A.J., Mondi, C.F., and Ou, S. (In press). Adverse Childhood Experiences: Mechanisms of risk and resilience in a longitudinal urban cohort. Development and Psychopathology.
Eales, L., Reynolds, A. J., & Ou, S. (2020). Childhood Predictors of Adult Obesity in the Chicago Longitudinal Study. Preventive Medicine, 132.
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.
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.
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.