Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

ABSTRACT:

Importance

Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown.

Objective

To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement.

Design, setting, and participants

End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n = 409) or part day (3 hours on average; n = 573) in the 2012-2013 school year in 11 schools in Chicago, Illinois.

Intervention

The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services f

SUBMITTER: Reynolds AJ 

PROVIDER: S-EPMC4505551 | biostudies-literature | 2014 Nov

REPOSITORIES: biostudies-literature