Abstract
This article explores patterns of special education services during the elementary grades among children who participated in either the Child-Parent Center (CPC) Preschool Program or other early childhood programs in the Chicago Public Schools. The study sample included 1,377 low-income, racial minority children in the Chicago Longitudinal Study. Controlling for family background characteristics that might affect educational performance, children who participated in Child-Parent Center preschool had a significantly lower rate of special education placement (12.5%) than the comparison group (18.4%), who participated in an alternative all-day kindergarten program. The estimated impact of CPC preschool intervention was best explained by the cognitive advantage hypothesis. This article provides support for the long-term impact of the CPC preschool intervention on special education outcomes.
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