<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Reynolds, A. J.</style></author><author><style face="normal" font="default" size="100%">Temple, J. A.</style></author><author><style face="normal" font="default" size="100%">Ou, S. R.</style></author><author><style face="normal" font="default" size="100%">Robertson, D. L.</style></author><author><style face="normal" font="default" size="100%">Mersky, J. P.</style></author><author><style face="normal" font="default" size="100%">Topitzes, J. W.</style></author><author><style face="normal" font="default" size="100%">Niles, M. D.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Effects of a school-based, early childhood intervention on adult health and well-being: a 19-year follow-up of low-income families</style></title><secondary-title><style face="normal" font="default" size="100%">Arch Pediatr Adolesc Med</style></secondary-title><alt-title><style face="normal" font="default" size="100%">Archives of pediatrics &amp; adolescent medicine</style></alt-title><short-title><style face="normal" font="default" size="100%">Archives of pediatrics &amp; adolescent medicineArchives of pediatrics &amp; adolescent medicine</style></short-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">*Social Behavior</style></keyword><keyword><style  face="normal" font="default" size="100%">*Urban Population</style></keyword><keyword><style  face="normal" font="default" size="100%">Adolescent</style></keyword><keyword><style  face="normal" font="default" size="100%">Adult</style></keyword><keyword><style  face="normal" font="default" size="100%">African Americans/education/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Chicago</style></keyword><keyword><style  face="normal" font="default" size="100%">Child</style></keyword><keyword><style  face="normal" font="default" size="100%">Crime/ethnology/legislation &amp; jurisprudence</style></keyword><keyword><style  face="normal" font="default" size="100%">Early Intervention (Education)/*organization &amp; administration</style></keyword><keyword><style  face="normal" font="default" size="100%">Educational Status</style></keyword><keyword><style  face="normal" font="default" size="100%">Employment</style></keyword><keyword><style  face="normal" font="default" size="100%">Family Health/*ethnology</style></keyword><keyword><style  face="normal" font="default" size="100%">Female</style></keyword><keyword><style  face="normal" font="default" size="100%">Hispanic Americans/education/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Holistic Health</style></keyword><keyword><style  face="normal" font="default" size="100%">Humans</style></keyword><keyword><style  face="normal" font="default" size="100%">Longitudinal Studies</style></keyword><keyword><style  face="normal" font="default" size="100%">Male</style></keyword><keyword><style  face="normal" font="default" size="100%">Mental Health</style></keyword><keyword><style  face="normal" font="default" size="100%">Minority Groups/education/*psychology</style></keyword><keyword><style  face="normal" font="default" size="100%">Parents/*education</style></keyword><keyword><style  face="normal" font="default" size="100%">Poverty Areas</style></keyword><keyword><style  face="normal" font="default" size="100%">Poverty/*ethnology</style></keyword><keyword><style  face="normal" font="default" size="100%">Program Evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">Prospective Studies</style></keyword><keyword><style  face="normal" font="default" size="100%">Schools/*organization &amp; administration</style></keyword><keyword><style  face="normal" font="default" size="100%">Socioeconomic Factors</style></keyword><keyword><style  face="normal" font="default" size="100%">Universities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Aug</style></date></pub-dates></dates><number><style face="normal" font="default" size="100%">8</style></number><edition><style face="normal" font="default" size="100%">2007/08/08</style></edition><volume><style face="normal" font="default" size="100%">161</style></volume><pages><style face="normal" font="default" size="100%">730-9</style></pages><isbn><style face="normal" font="default" size="100%">1072-4710 (Print)&lt;br/&gt;1072-4710</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">OBJECTIVE: To determine the effects of an established preventive intervention on the health and well-being of an urban cohort in young adulthood. DESIGN: Follow-up of a nonrandomized alternative-intervention matched-group cohort at age 24 years. SETTING: Chicago, Illinois. PARTICIPANTS: A total of 1539 low-income participants who enrolled in the Child-Parent Center program in 20 sites or in an alternative kindergarten intervention. INTERVENTIONS: The Child-Parent Center program provides school-based educational enrichment and comprehensive family services from preschool to third grade. MAIN OUTCOME MEASURES: Educational attainment, adult arrest and incarceration, health status and behavior, and economic well-being. RESULTS: Relative to the comparison group and adjusted for many covariates, Child-Parent Center preschool participants had higher rates of school completion (63.7% vs 71.4%, respectively; P = .01) and attendance in 4-year colleges as well as more years of education. They were more likely to have health insurance coverage (61.5% vs 70.2%, respectively; P = .005). Preschool graduates relative to the comparison group also had lower rates of felony arrests (16.5% vs 21.1%, respectively; P = .02), convictions, incarceration (20.6% vs 25.6%, respectively; P = .03), depressive symptoms (12.8% vs 17.4%, respectively; P=.06), and out-of-home placement. Participation in both preschool and school-age intervention relative to the comparison group was associated with higher rates of full-time employment (42.7% vs 36.4%, respectively; P = .04), higher levels of educational attainment, lower rates of arrests for violent offenses, and lower rates of disability. CONCLUSIONS: Participation in a school-based intervention beginning in preschool was associated with a wide range of positive outcomes. Findings provide evidence that established early education programs can have enduring effects on general well-being into adulthood.</style></abstract><accession-num><style face="normal" font="default" size="100%">17679653</style></accession-num><notes><style face="normal" font="default" size="100%">Reynolds, Arthur J&lt;br/&gt;Temple, Judy A&lt;br/&gt;Ou, Suh-Ruu&lt;br/&gt;Robertson, Dylan L&lt;br/&gt;Mersky, Joshua P&lt;br/&gt;Topitzes, James W&lt;br/&gt;Niles, Michael D&lt;br/&gt;R01 HD034294/HD/NICHD NIH HHS/United States&lt;br/&gt;R01HD034294-11/HD/NICHD NIH HHS/United States&lt;br/&gt;Evaluation Studies&lt;br/&gt;Journal Article&lt;br/&gt;Research Support, N.I.H., Extramural&lt;br/&gt;Research Support, Non-U.S. Gov't&lt;br/&gt;United States&lt;br/&gt;Arch Pediatr Adolesc Med. 2007 Aug;161(8):730-9. doi: 10.1001/archpedi.161.8.730.</style></notes><auth-address><style face="normal" font="default" size="100%">Institute of Child Development, University of Minnesota, 51 E River Rd, Minneapolis, MN 55455, USA. ajr@umn.edu</style></auth-address><remote-database-provider><style face="normal" font="default" size="100%">NLM</style></remote-database-provider></record></records></xml>