Early determinants of college attendance and degree attainment for economically disadvantaged minority youth were examined in the present study. The study sample (n = 1,379) was drawn from the Chicago Longitudinal Study (CLS), an ongoing investigation of a panel of low-income minority children born in 1980, growing up in high-poverty neighborhoods…

Follow-up study investigates the effects of retention on school achievement, perceived school competence, and delinquency. The strongest predictors of retention were early school performance, gender, parental participation in school, and the number of school moves. Findings suggest that intervention approaches other than grade retention are needed…

Used longitudinal data collected from parents, teachers, and children to test social psychological predictors of early school adjustment of 1,255 low-income children from kindergarten to fourth grade. Found that parent involvement was positively related to achievement and teacher ratings of school progress. (MM)

Investigated factors that played a role in mediating the effects of the government-funded Child-Parent Center preschool program in Chicago. Results indicated that preschool influenced later achievement and retention indirectly rather than directly. A social context view of the transmission of preschool effects was supported. (LB)