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.

Phone: 612-626-0446
E-Mail: sou@umn.edu

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

Ou, S. & Reynolds, A. J. (Forthcoming). Grade Retention, Postsecondary Education, and Public Aid Receipt. Educational Evaluation and Policy Analysis.

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

Reynolds, A. J., Englund, M. M., Ou, S., Schweinhart, L. J., & Campbell, F. (in press). Paths of effects of preschool participation to educational attainment at age 21: A study of the Child-Parent Centers, High Scope Perry Preschool, and Abecedarian Project. In A.J. Reynolds, A. Rolnick, M. M. Englund, & J. Temple (Eds.), Cost-effective early childhood programs in the first decade: A human capital integration. New York: Cambridge University Press.

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. (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.