Using data from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children growing up in an inner city, this study investigated whether retention is associated with participation in postsecondary education and public aid receipt. The study sample included 1,367 participants whose data were available…

Examined patterns of special education services in elementary grades for children participating in the Child-Parent Center Preschool program or other early childhood programs of the Chicago Public Schools, Illinois. Findings for 1,377 children show a lower special education placement rate for participants and support the value of preschool…

Conducted a cost-benefit analysis of a federally financed comprehensive early childhood program, the Title I Chicago Child-Parent Centers. Used data for 1,539 program and comparison group children. Findings show that an established public program can provide benefits that far exceed costs. Outlines key elements of program effectiveness. (SLD)

Investigated the relationship between participation in special education in grades 1 through 6 and academic achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. Controlling for several factors, children in special education had lower reading and mathematics achievement scores, especially in grades 4-6. (SLD)

Studied effects at grade 4 of early grade retention for 1,255 low-income mostly African-American children (20.4 percent had been retained from kindergarten to grade 3). Retention negatively affected cognitive reading and mathematics achievement, had no relation to teacher ratings of school adjustment, and positively affected children's perceived…