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Carolina Abecedarian Project (ABC) and the Carolina Approach to Responsive Education (CARE), Age 21 Follow Up Study, 1993 - 2003 (ICPSR 32262)

Released/updated on: 2014-01-31
Geographic coverage: United States
Time period: 1993-01-01--2003-01-01

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

  1. Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
  2. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
  3. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Further information can be found on the Carolina Abecedarian Project Web site.

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Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), United States, 1972-1992 (ICPSR 4091)

Released/updated on: 2018-07-18
Geographic coverage: United States
Time period: 1972-01-01--1992-01-01

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

  • Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
  • Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
  • The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Demographic variables included in this collection: gender, age, level of education.

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Chicago Longitudinal Study, 1986-1989 (ICPSR 25921)

Released/updated on: 2014-03-20
Geographic coverage: United States, Chicago, Illinois
Time period: 1986-01-01--1989-01-01

The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships.

Study Goals

The CLS is guided by four major goals:

  1. To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development.
  2. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade).
  3. To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds.
  4. To investigate the contributions to children's educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes.

Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children's education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children's patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999).

The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children's preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated.

A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment.

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National Household Education Survey, 1991: Revised Version (ICPSR 2762)

Released/updated on: 2000-07-27
Geographic coverage: United States
This data collection is a revised version of the NATIONAL HOUSEHOLD EDUCATION SURVEY, 1991 (ICPSR 9877). Like the original survey, this data collection consists of two main components: the Early Childhood Education Survey (children 3 to 8 years old) (Part 1, Preprimary Data, and Part 2, Primary Data) and the Adult Education Survey (persons 16 and older) (Part 3, Adult Data, and Part 4, Course Data). In the Early Childhood Education (ECE) component, 13,892 parents/guardians of 3- to 8-year-olds completed interviews about their children's early educational experiences. Included in this component were questions on participation in nonparental care/education, characteristics of programs and care arrangements, and early school experiences, including delayed kindergarten entry and retention in grade. In addition to questions about care/education arrangements and school, parents were asked about activities children engaged in with parents and other family members inside and outside the home. Information on family, household, and child characteristics was also collected. In the Adult Education (AE) component, 9,774 persons 16 years of age and older, identified as having participated in an adult education activity in the previous 12 months, were questioned about their activities. Information was collected on up to four courses and included the subject matter of the course, duration, sponsorship, purpose, and cost. A smaller sample of nonparticipants (n = 2,794) also completed interviews about barriers to participation. Information on the household and the adult's background and current employment was also elicited. In addition to the ECE and AE components, two merge files (Parts 5 and 6), containing the course code variables for each reported course, are supplied for use with the Adult and Course data files.
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National Longitudinal Survey of Older and Young Men (ICPSR 34937)

Released/updated on: 2013-11-11
Geographic coverage: United States
The National Longitudinal Survey of Older and Young Men, a two-cohort survey, is part of the NLS Original Cohort project. The Older Men's cohort includes 5,020 men ages 45-59 in 1966, with data available through the 1990 survey year, the final year the Older Men were interviewed. The Young Men's cohort includes 5,225 men who were ages 14-24 when first interviewed in 1966, with data available through 1981, when active surveying was discontinued.
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Study of Disability Services Coordinators in Head Start, 2022 (DSC Study), National Data, Regions I-XII, [United States] (ICPSR 39415)

Released/updated on: 2025-10-08
Geographic coverage: United States
The 2022 Study of Disability Services Coordinators (DSCs) in Head Start was the first nationally representative study of the Early Head Start (EHS) and Head Start (HS) DSC workforce, their roles, and the activities they support. NORC at the University of Chicago, along with their partners at SRI International and consultant Amanda Schwartz, conducted the study under contract from the Office of Planning, Research, and Evaluation (OPRE) at the Administration for Children and Families (ACF) within the United States Department of Health and Human Services (HHS). The study was developed in close collaboration with the Office of Head Start (OHS), with OHS staff and EHS and HS staff providing review and feedback on the constructs of interest and the developing study measures. The study explored who fulfills the roles and responsibilities of a DSC in EHS and HS programs and how they work with program staff, local education agencies, service providers, and families to support children with disabilities and suspected delays in their programs. Data from this study sought to inform ACF and OHS about how programs were implementing the DSC efforts and topics for technical and training assistance. Further, programs can examine how their current practices compared to national and regional approaches to disability services.
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Study of Instructional Improvement (SII) (ICPSR 26282)

Released/updated on: 2010-05-20
Geographic coverage: United States
Time period: 2000-01-01--2004-01-01
To meet the growing need for high-quality research on whole-school approaches to instructional improvement, researchers at the University of Michigan School of Education, in cooperation with the Consortium for Policy Research in Education (CPRE), conducted a large-scale, mixed method, longitudinal Study of Instructional Improvement to investigate the design, implementation, and effects on student achievement of three of the most widely-adopted whole-school school reform programs in the United States: the Accelerated Schools (ASP), America's Choice (AC), and Success for All (SFA). Each of these school reform programs sought to make "comprehensive" changes in the instructional capacity of schools, and each was being implemented in schools in diverse social environments. Each program, however, also pursued a different design for instructional improvement, and each developed particular strategies for assisting schools in the change process. In order to better understand the process of whole-school reform, Study of Instructional Improvement (SII) developed a program of research to examine how these interventions operated and to investigate their impact on schools' instructional practice and student achievement in reading and mathematics. The research program had 3 components: a longitudinal survey of 115 schools (roughly 30 schools in each of the 3 interventions under study, plus 26 matched control schools), case studies of the 3 interventions under study, and detailed case studies of 9 schools implementing the interventions under study (plus 3 matched control schools). Across all components of the SII study, the research examined alternative designs for instructional improvement, alternative strategies for putting these designs into practice in local schools, and the extent to which alternative designs and support strategies promote substantial changes in instructional capacity and student achievement in reading and mathematics. The most comprehensive component of SII was a large-scale, longitudinal, multisurvey study of schools. The use of survey research methods was intended to track the course of schools' engagement in comprehensive approaches to instructional improvement and to investigate the conditions under which this led to substantive changes in instructional practices and student achievement in reading and mathematics. The study design called for each school to participate in the study for a period of three years, although some schools voluntarily provided a fourth year of teacher, leader, and school-level information (no additional student-level data). In addition, survey researchers conducted interviews, primarily a telephone protocol with a parent or guardian of each cohort student in order to gather information on students' family background and on students' home and community environments. Researchers also gathered data from school leaders and others about the policy environments in which the schools are located. Another component of the research program involved the development of detailed case studies of a small number schools participating in the study. The case studies gathered observational, interview, and documentary evidence to better understand how instructional change processes unfolded in different school settings. Case studies were conducted in 12 schools operating in differently configured state and district policy environments. In each environment, researchers selected schools participating in one of the interventions under study as well as a "matched" control school. Finally, case study data was used to chart key similarities and differences in the design and operations of the interventions under study, to analyze how different design features affect operating strategies, and to better understand the general problem of how intervention programs can work to devise and "bring to scale" a feasible scheme for improving instruction in local schools.
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