From Innovation to Impact at Scale: Lessons Learned From a Cluster of Research-Community Partnerships.

This article presents a description of how an interdisciplinary network of academic researchers, community-based programs, parents, and state agencies have joined together to design, test, and scale a suite of innovative intervention strategies rooted in new knowledge about the biology of adversity. Through a process of cocreation, collective pilot testing, and the support of a measurement and evaluation hub, the Washington Innovation Cluster is using rapid cycle iterative learning to elucidate differential impacts of interventions designed to build child and caregiver capacities and address the developmental consequences of socioeconomic disadvantage. Key characteristics of the Innovation Cluster model are described and an example is presented of a video-coaching intervention that has been implemented, adapted, and evaluated through this distinctive collaborative process.

Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes.

Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE's utility for reducing education-related expenditures and promoting child well-being.

Do the Effects of Early Childhood Education Programs Differ by Gender? A Meta-Analysis.

A meta-analysis was conducted to examine gender differences in the effects of early childhood education programs on children's cognitive, academic, behavioral, and adult outcomes. Significant and roughly equal impacts for boys and girls on cognitive and achievement measures were found, although there were no significant effects for either gender on child behavior and adult outcomes such as employment and educational attainment. Boys benefited significantly more from these programs than girls on other school outcomes such as grade retention and special education classification. We also examined important indicators of program quality that could be associated with differential effects by gender.

Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis.

Early childhood education (ECE) programs offer a promising mechanism for preventing early externalizing behavior problems and later antisocial behavior; yet, questions remain about how to best maximize ECE's potential. Using a meta-analytic database of 31 studies, we examined the overall effect of ECE on externalizing behavior problems and the differential effects of 3 levels of practice, each with increasing specificity and intensity aimed at children's social and emotional development. In short, we found that each successive level of programs did a better job than the prior level at reducing externalizing behavior problems. Level 1 programs, or those without a clear focus on social and emotional development, had no significant effects on externalizing behavior problems relative to control groups (ES=.13 SD, p<.10). On the other hand, level 2 programs, or those with a clear but broad focus on social and emotional development, were significantly associated with modest decreases in externalizing behavior problems relative to control groups (ES=-.10 SD, p<.05). Hence, level 2 programs were significantly better at reducing externalizing behavior problems than level 1 programs (ES=-.23 SD, p<.01). Level 3 programs, or those that more intensively targeted children's social and emotional development, were associated with additional significant reductions in externalizing behavior problems relative to level 2 programs (ES=-.26 SD, p<.05). The most promising effects came from level 3 child social skills training programs, which reduced externalizing behavior problems half of a standard deviation more than level 2 programs (ES=-.50 SD, p<.05).

Predicting marital separation: do parent-child relationships matter?

This study used a family systems perspective in modeling predictors of marital separation within married-parent families with adolescents. Specifically, we examined whether mother-adolescent closeness and negativity, father-adolescent closeness and negativity, and couple relationship quality (mothers' and fathers' positive marital behaviors) prospectively predicted the likelihood of marital separation, operationalized as the father moving out of the household. Data were derived from the first 4 waves of the National Longitudinal Survey of Youth, 1997 (n = 1649), assessing both biological and stepfather families. Results from complementary log-log analyses revealed that marital separations were related to complex family relationships. Specifically, greater mother-adolescent closeness predicted a higher likelihood of marital separation, whereas greater father-child closeness predicted a lower likelihood. In addition, mothers' more positive marital behaviors toward fathers predicted a lower likelihood of marital separation. Patterns were largely similar between biological and stepfather families, with the exception that mothers' positive marital behaviors toward fathers were more influential within biological father families.

Fathers' and mothers' parenting predicting and responding to adolescent sexual risk behaviors.

Transactional models of problem behavior argue that less effective parenting and adolescent problem behaviors coevolve, exerting bidirectional influences. This article extends such models by analyzing growth trajectories of sexual risk behaviors and parenting processes among 3,206 adolescents (aged 13-18) and their residential parents. Within individuals, increases in regular family activities prospectively predicted declines in adolescents' risky sexual activities. In contrast, increases in risky sexual activities predicted heightened father knowledge. Between-individual comparisons revealed bidirectional links between more involved parenting, particularly family activities and father knowledge, and lower adolescent risky sexual activity. Results highlight the importance of family activities as a protective force for adolescents and suggest that fathers may react differently than mothers in the face of youth problem behaviors.

Using sibling differences to estimate effects of parenting on adolescent sexual risk behaviors.

PURPOSE: To estimate effects of positive and involved parenting during mid-adolescence on sexual risk behaviors (frequency of intercourse, unprotected intercourse, and number of sexual partners) during late adolescence. Substantial literature suggests that supportive family contexts and parenting behaviors may discourage adolescents from engaging in early and risky sexual activities; yet methodological limitations hamper the conclusions regarding causality and directionality that can be drawn from much existing research. To address such limitations, the current study used a variety of increasingly conservative statistical modeling techniques to help control for unobserved heterogeneity and potential bias and hence to progress toward identifying causal relationships. METHODS: Drawing from a nationally representative longitudinal survey of adolescents (NLSY97; N = 4980), this study used ordinary least squares (OLS) regression models, lagged regression models, and family fixed-effects models to assess whether parental knowledge, parent negativity, and family activities during midadolescence predicted differences in late adolescent sexual risk behaviors. RESULTS: Even after controlling for unobserved heterogeneity across individuals and across families, parenting processes significantly predicted later adolescent sexual risk behaviors. Specifically, more regular family activities and less negative and hostile parenting during mid-adolescence predicted lower sexual risk behaviors during late adolescence. CONCLUSIONS: Results concerning the buffering effects of parenting on adolescent risk behaviors help to inform prevention and intervention efforts. Through the use of more rigorous statistical methodology and large representative samples of youth, this research provides an exemplar of how survey research can seek to move closer to understanding causal processes in the exceedingly complex systems of human development.

Trajectories of parenting processes and adolescent substance use: reciprocal effects.

Drawing on transactional theories of child development, we assessed bidirectional links between trajectories of adolescent substance use and parenting processes from early through mid adolescence. Hierarchical generalized models estimated trajectories for 3,317 adolescents from the National Longitudinal Survey of Youth 1997, exploring both between- and within-individual effects. Between individuals, adolescents reporting more regular family activities and greater father and mother knowledge of friends and teachers experienced lower levels of substance use through mid adolescence. Similarly, adolescents with more frequent substance use reported lower family activities, father knowledge, and mother knowledge, though these differences dissipated over time. More conservative within-individual differences indicated a prospective protective effect of family activities, with increases in adolescent participation in family activities predicting later declines in substance use. Results support the central importance of engagement in regular family activities, and suggest the need for further exploration of transactional processes between parents and children in the development of risk behaviors.