Abstract
The Chicago Longitudinal Study investigates the life course development of 1539 children (93% African American and 7% Hispanic) who were born in 1979–1980, grew up in the highest-poverty neighborhoods in Chicago, and attended early childhood intervention programs beginning in preschool. The goals of the study are to determine the effects of participation in the Child–Parent Center Program, document patterns of child and family well-being over time and identify child, family, school and community factors that can promote children's well being. We describe major intervention findings of the study and summarize the contributions of a variety of personal, family, and school experiences in promoting long-term educational and social success.
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