The primary data from this study come from a longitudinal randomized controlled trial (RCT) testing the impact of the Classroom-Centered (CC) Intervention and Family School Partnership (FSP) intervention relative to a control condition. A detailed description of the participants and design is provided elsewhere (Ialongo et al., 1999). Data collection began in 1993 with 678 first graders and their caregivers. The evaluation battery consisted of structured teacher, parent, and child interviews. A randomized block design was employed with schools serving as the blocking factor. Children and teachers were randomly assigned to classroom and then classrooms were randomly assigned to intervention condition with each of the three conditions being represented in each of the 9 participating schools. The interventions were provided over the first grade year only, following a pretest in the early fall.
