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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Promoting School Success in Children Attending Pre-K Programs in Poor, Urban Schools

Laurie Miller Brotman, New York University Child Study Center
Sharon Kingston, New York University Child Study Center
Esther Calzada, New York University Child Study Center
Emily Gerber, New York University Child Study Center
Amanda Rosenfelt, New York University Child Study Center
Spring Dawson-McClure, New York University Child Study Center
Colleen O'Neal, New York University Child Study Center
Daniel Chesir-Teran, New York University Child Study Center
Keng-Yen Huang, New York University Child Study Center
Ami Schwab, New York University Child Study Center

Abstract: Purpose: This five-year study evaluates a universal, preventive school- and family-based program for pre-kindergarten children from schools in poor, urban communities. The intervention aims to prevent conduct problems and improve academic achievement by promoting effective parenting and teaching strategies, parent-school involvement, and child social, emotional, and behavioral competence during the preschool period.

Intervention: TeacherCorps: 1) 5 days (30 hours) of training for 6-member teams of teachers, paraprofessionals, and school-based mental health professionals, and ongoing consultation for Pre-K teachers (up to 7 hours) and ParentCorps: 2) an after-school program for parents and children (13 2-hour sessions), facilitated by school-staff teams in collaboration with university mental health professionals. The control condition involves Pre-K programming as usual.

Research Methods: The school randomized controlled trial is being conducted in 20 public schools with Pre-K programs in high poverty, urban neighborhoods. 85% of students are Black (i.e., African American and AfroCaribbean) and eligible for free lunch. Participants are 1040 preschoolers and their families, and 120 school staff. HLM analysis will estimate cross-level intervention effects of school-level intervention status on individual-level growth curves for child behavior and academic achievement (assessed via parent and teacher report, child interviews, and tests), parenting practices (self-report), parent-school involvement (parent- and teacher-report), and teacher practices and perceptions (self-report and observations).

Preliminary Findings: We will describe the first cohort in terms of demographics, conduct problems, school readiness, social-emotional competence, parenting practices, and parent-school involvement. We will estimate the degree of clustering within school via intraclass correlations (ICC). We will also provide descriptive and psychometric information on an observational measure of classroom-level processes (CLASS; LaParo, Pianta & Hamre, 2003).