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Effectiveness of School-Linked Services
Resources describing efforts to measure the results of school-linked services, which provide easy access for children, youth, and families to information, support, and other services.
Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers (PDF - 349 KB)
Reynolds, Temple, Robertson, & Mann (2002)
The first cost-benefit analysis of a federally financed, comprehensive early childhood program.
Family Support and Intervention for Neglected Preschool Children
Cicchetti & Manly (2002)
View Abstract
Report on the Mt. Hope Family Center's early intervention program for neglected preschool children and their families, designed to enhance child development and improve family functioning in the context of environmental risk factors.
Kinship Care Connection: A School-Based Intervention for Kinship Caregivers and the Children in Their Care
Strozier, McGrew, Krisman, & Smith
Children and Youth Services Review, 27(9), 2005
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Study highlights outcomes from the Kinship Care Connection, an innovative school-basedintervention designed to increase children's self-esteem and mediate kin caregiver burden, using quantitative data and case studies.
Public Schools and the Revitalization of Impoverished Communities: School-Linked, Family Resource Centers
Dupper & Poertner
Social Work, 42(5), 1997
View Abstract
Describes exemplary school-linked family resource center programs implemented in St. Louis, New York City, Bowling Green, Minneapolis, and Kentucky. Provides suggestions for overcoming challenges, including parental involvement in program design, changing roles of social workers from child-centered to family-centered practices, and long-term continuation of the program.
School-Based Early Intervention and Later Child Maltreatment in the Chicago Longitudinal Study
Reynolds & Robertson
Child Development, 74(1), 2003
View Abstract
The effects of participation in Title I Child-Parent Centers on substantiated reports of child maltreatment for children in the Chicago Longitudinal Study.