Search results

Showing 1 – 4 of 4 results.

Curated

Project on Human Development in Chicago Neighborhoods (PHDCN): Diagnostic Assessment of Reading, Wave 2, 1997-2000 (ICPSR 13613)

Released/updated on: 2006-04-24

Geographic coverage: United States, Chicago, Illinois

Time period: 1997-01-01--2000-01-01

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the Diagnostic Assessment of Reading which provided information about the pre-reading ability of subjects in Cohort 3. It included four tests that assessed the subject's ability to name upper and lower case letters and to determine whether sets of letters and words are identical.

Curated

Project on Human Development in Chicago Neighborhoods (PHDCN): Wide Range Achievement Test, Wave 1, 1994-1997 (ICPSR 13605)

Released/updated on: 2006-03-01

Geographic coverage: United States, Chicago, Illinois

Time period: 1994-01-01--1997-01-01

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. The Wide Range Achievement Test was designed to measure reading recognition, spelling, and arithmetic computation.

Curated

Project on Human Development in Chicago Neighborhoods (PHDCN): Wide Range Achievement Test, Wave 2, 1997-2000 (ICPSR 13665)

Released/updated on: 2006-03-17

Geographic coverage: United States, Chicago, Illinois

Time period: 1997-01-01--2000-01-01

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. The Wide Range Achievement Test was designed to measure reading recognition and spelling.

Curated

Partially restricted

Simple Crosstabs

Social Capital and Children's Development: A randomized controlled trial conducted in 52 schools in Phoenix and San Antonio, 2008-2015 (ICPSR 35481)

Released/updated on: 2019-08-26

Geographic coverage: San Antonio, United States, Texas, Phoenix, Arizona

Time period: 2008-01-01--2015-01-01

The Social Capital and Children's Development data were collected in a study of the causal effects of social capital on levels and inequalities of children's social and cognitive development during the early elementary years. The study included 52 schools in Phoenix and San Antonio, including 3,084 first graders and their families, and over 200 teachers, with half the schools randomly selected for the intervention and half serving as controls. Children from low-income Latino families were a special focus of the study. The experimental design of this study allowed for testing of the causal role of social capital. Social capital here refers to trust and shared expectations embedded in social networks of parents, teachers, and children. For young children, social capital operates primarily through their relationships with their parents, enhancing development through mechanisms of social support and social control.

The research design was experimental: social capital was manipulated through a well-tested randomized intervention, Families and Schools Together (FAST), that enhanced social capital among parents, teachers, and children through an intensive after-school program and a 2-year follow-up program. FAST is intended to reduce parental isolation, enhance family engagement with schools, and strengthen family functioning; that is, to increase social capital between families and schools, among families, and within families to improve children's education and life-long outcomes. Key aspects of child development were assessed, including (a) social skills and problem behavior from standardized behavioral ratings by parents and teachers, and (b) grade retention, attendance rates, and third-grade reading and mathematics scores from school records. Social capital was measured with repeated surveys of teachers and parents that address the extent of social networks, parent involvement, trust, and shared expectations among parents, between parents and schools, and between parents and children. Demographic variables of this study include native language, years in the United States, date of birth/age, race/ethnicity, gender, and household composition.