Chicago longitudinal study data

She has presented her findings to school social workers, child care workers, policy makers and at local and national conferences on early development. Nationally she has served on many boards of organizations concerned with children and child development and has presented before groups as varied as the Home and Aid Society of Illinois and a national Summit on America's Children convened by U. Speaker of the House Nancy Pelosi. Interest in her work has also come from corporate entities interested in the capabilities of future employees.

In , at an invitation of the Chamber of Commerce in Tulsa, Okla. In February , an article appeared in TIME magazine's "Behavior" section describing Norton's research and some of its early findings on temporal development in children, and in a Kartemquin Films producer who had learned about the research selected one of the children as one of five adolescent girls whose lives were portrayed in the PBS documentary 5 Girls. She so impressed Harold Richman, then the dean of SSA, that he invited her to take part in a cross-disciplinary study on diversity and children in development, in part a surreptitious effort to lure her from Bryn Mawr College, where she was a faculty member.

When she talked about that in the classes I had with her, it really resonated with me, and I've put it at the forefront of my thinking throughout my career. Johnson, Jr. Norton served as one of Johnson's doctoral advisors when he was a Ph. The report, which reviewed minority enrollment across the University, had a large impact, including the establishment of the University's Coordinating Council for Minority Issues, which has become the current Office of Multicultural Student Affairs.

Norton was also a core faculty member of the Center for Early Childhood Research, which conducted interdisciplinary studies on the development of children. She was one of the co-investigators working with noted sociologist William J. Wilson on a three-year interdisciplinary study of blacks, whites and Latinos living in urban poverty in Chicago, and presented the th University of Chicago Convocation in Rockefeller Chapel in —the first African- American woman faculty member to do so.

Yet Norton is notoriously reserved and shrinks from attention for anything other than her work. She has high expectations for herself, high expectations for her students, and she makes those clear. But she absolutely hates the spotlight. This aversion is clearly evidenced by the fact that Norton has forbade any celebration of her retirement with the usual festschrift or any other recognition, despite the protests of then Dean Jeanne Marsh and others.

With such support, Norton plans to spend her so-called retirement coding, analyzing and writing about the data gleaned from the longitudinal study. She admits that she would have liked to have published more over the past 20 years, but the work preparing the videotapes is labor and time intensive. Sullivan Let us not underestimate the children.

The study is in its 25th year of operation. Besides investigating the short- and long-term effects of early childhood intervention, the study traces the scholastic and social development of participating children and the contributions of family and school practices to children's behavior. The CPC program provides educational and family support services to children from preschool to third grade.

The Chicago Longitudinal Study has four main objectives: To evaluate comprehensively the impact of the CPC program on child and family development. To identify and better understand the pathways child, family, and school-related through which the effects of program participation are manifested, and more generally, through which scholastic and behavioral development proceeds.

Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment.

To protect respondent privacy, these data are restricted from general dissemination. To obtain the file s , researchers must agree to the terms and conditions of the Restricted Data Use Agreement, found via ICPSR's online Restricted Data Contracting System, by clicking the "apply online for access to the data" link above.

The original sample included all 1, children who attended or received services from the 20 Child-Parent Centers in kindergarten in Another children of the same age participated in an alternative all-day kindergarten program in 5 randomly selected Chicago public schools serving low-income children. Study children were born in As a consequence of living in school neighborhoods eligible for Title I funding, all children in this cohort were eligible for and participated in government-funded early childhood programs.

CLS children in kindergarten attended schools, for example, in which 67 percent of students in the attendance area were from low-income families, compared to 42 percent for all students in the Chicago public schools.

Children born in and who attended or received services, in , from the 20 Child-Parent Centers kindergarten program or attended an alternative all-day kindergarten program in a Chicago public school serving low income children. Updated the covers of the restricted-use codebook, and the user guide. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data.

In addition to these procedures, ICPSR performed the following processing steps for this data collection:. The public-use data files in this collection are available for access by the general public. One or more files in this data collection have special restrictions. Restricted data files are not available for direct download from the website; click on the Restricted Data button to learn more. Please enable JavaScript in your browser.