Early Childhood Intervention and Educational Attainment: Age 22 Findings From the Chicago Longitudinal Study

Abstract

This study investigated whether participation in the Chicago Child-Parent Center (CPC) Preschool Program associated with higher educational attainment (high school completion, highest grade completed, and college attendance) at age 22. The study sample included 1,334 youth (869 in the preschool group and 465 in the comparison group) from the Chicago Longitudinal Study. Probit regression was used to examine the group differences in educational attainment controlling for child and family characteristics, including gender, race/ethnicity, and family risk status. Results indicated that CPC preschool participation was significantly associated with more years of education (11.33 vs. 10.93, p < .001), a higher rate of high school completion (Diploma or General Equivalency Diploma [GED], 66.9% vs. 55.3%, p < .001), and a higher rate of college attendance (23.0% vs. 17.9%, p = .055). Only gender subgroups showed an interaction effect with program participation on high school completion among all subgroups. Males benefitted more from the preschool program than females on high school completion. Findings demonstrate that large-scale school-based programs can have enduring effects into early adulthood.