Suh-Ruu Ou - Research Associate

Ph.D. Social Welfare,  University of Wisconsin-Madison

Areas of specialization: program evaluation, research methodology, educational attainment, and the effects of early childhood intervention.

Current research includes evaluating the long-term effects of early childhood intervention, determinants of educational attainment, effects of grade retention, differences among permanent dropouts, GED recipients, and high school graduates, and enrollment of postsecondary education.

E-Mail: sou@umn.edu

Mailing address
51 East River Road
University of Minnesota - Twin cities
Minneapolis, MN 55455

Selected Publications  

• Ou, S. & Reynolds, A. J. (In press). Timing of first childbirth and young women’s postsecondary education in an inner-city minority cohort. Urban Education.

• Reynolds, A. J. & Ou, S. (2011). Paths of effects from preschool to adult well-being: A confirmatory analysis of the Child-Parent Center Program. Child Development. 82(2), 555-582.

• Reynolds, A. J. Temple, J. A., White, B., Ou, S. & Robertson, D. L. (2011). Age-26 Cost-Benefit Analysis of the Child-Parent Center Early Education Program. Child Development, 82(1), 379-404. Appendix: Technical Report. Science News.

• Ou, S. & Reynolds, A. J. (2010). Mechanisms of the Long-Term Effects of Early Intervention Program on Educational Attainment: A Gender Subgroup Analysis. Children and Youth Services Review, 32(8), 1064-1076.

• Ou, S. & Reynolds, A. J. (2010). Grade Retention, Postsecondary Education, and Public Aid Receipt. Educational Evaluation and Policy Analysis, 32(1), 118-139.

• Ou, S. & Reynolds, A. J. (2010). Childhood Predictors of Young Adult Male Crime. Children and Youth Services Review, 32(8), 1097-1107.

• Reynolds, A. J. & Ou, S. (2010). Early Childhood to Young Adulthood: An Introduction to the Special Issue. Children and Youth Services Review, 32(8), 1045-1053.

• Ou, S. (2008). Do GED Recipients Differ from Graduates and School Dropouts? Findings from an Inner-City Cohort. Urban Education, 43(1), 83-117.

• Ou, S. & Reynolds, A. J.  (2008). Predictors of Educational Attainment in the Chicago Longitudinal Study. School Psychology Quarterly, 23(2), 199-229.

• Ou, S., Mersky, J. P., Reynolds, A. J., & Kohler, K. M. (2007). Alterable predictors of educational attainment, income, and crime: Findings from an inner-city cohort. Social Service Review, 81 (1): 85-128.

• Ou, S. & Reynolds, A. J. (2006). School-age services: Programs that extend the benefits of early care and education services.  In C. J. Groark, K. E. Mehaffie, R. B. McCall, & M. T. Greenberg, (Eds.). Evidence-based programs, practices, and policies for early childhood care and education (pp.114-134). Thousand Oaks, CA: Corwin Press.

• Ou, S. & Reynolds, A. J. (2006). Early childhood intervention and educational attainment: Age 22 findings from the Chicago Longitudinal Study.  Journal of Education for Students Placed at Risk, 11(2), 175-198.

• Ou, S. (2005).  Pathways of Long-term Effects of an Early Intervention Program on Educational Attainment: Findings from the Chicago Longitudinal Study. Journal of Applied Developmental Psychology, 26(5), 578-611.

• Ou, S. & Reynolds, A. J. (2004). Preschool Education and School Completion.  In R. E. Tremblay, R. G. Barr, R. DeV. Peters (Eds.)  Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development.