Abstract
Studies have documented a strong relationship between low birth weight status and adverse child
outcomes such as poor school performance and need for special education services. Following a cohort of
over 1,300 low-income and predominately African American children in the Chicago Longitudinal Study
we investigated whether birth weight and family socio-economic risk measured at the time of the child’s
birth predicts placement into special education classes or grade retention in elementary school. Contrary
to previous research, we found that low birth weight (< 5 ½ pounds) does not predict special education
placement. Rather, these children (especially boys) were more likely to be retained in grade as an
alternative approach to addressing poor school performance. Family socio-economic risk at birth was a
significant predictor of the need for remedial services. We also assessed whether a high-quality preschool
program offered at ages 3 and 4 can reduce the negative effects of low family SES and birth weight on the
need for special education and grade retention. Preschool participation in the Child-Parent Centers was
found to reduce the likelihood of school remediation. The effects of preschool were greater for children
from families with higher levels of socio-economic disadvantage. The beneficial effects of preschool on
special education placement were also larger for boys than girls