Chicago Longitudinal Study

Check out the new Newsletter! It includes a summary of the Chicago Longitudinal Study, recent findings, and some resources online.

Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness

Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness - Educational Assessment, Evaluation and Accountability Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Pro...

Closing Achievement Gaps Through Preschool-to-Third-Grade Programs

Closing Achievement Gaps Through Preschool-to-Third-Grade Programs Achievement gaps by family income, race, and ethnicity have persisted for decades. Yet only in recent years has this major social problem become a national priority in the United States and many other countries as concern rises over growing economic inequalities. In this article, we document gaps in...

A blog post on Highly Effective Lesson Planning.

https://hcrc.dl.umn.edu/.../highly-effective-lesson-planning

Check out our 2022 CLS Newsletter, which includes a summary of the health follow-up survey, recent findings on education and health, and some resources online.