Suh-Ruu Ou

Research Associate and Affiliate Graduate Faculty

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

Institute of Child Development

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



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/postsecondary education, effects of grade retention, dosage effects of early childhood intervention, and process of early childhood intervention to adult outcomes.


Selected Publications

Reynolds, A. J. Hayakawa, M., Ou, S., Mondi, C. F., Englund, M. M., Candee, A. J. & Smerillo, N. E. (In press) Scaling and Sustaining an Effective Early Childhood Intervention through School-Family-University Collaboration. Child Development. Open access.

Mondi, C., Reynolds, A. J. & Ou, S. (2017). Predictors of Depressive Symptoms in Emerging Adulthood in a Low-Income Urban Cohort.  Journal of Applied Developmental Psychology, 50, 45-59.

Reynolds, A. J., Ou, S., Mondi, C. F. & Hayakawa, M. (2017). Processes of Early Childhood Interventions to Adult Well-Being. Child Development, 88(2), 378-387.

Chesmore, A. A., Ou, S. & Reynolds, A. J. (2016). Childhood Placement in Special Education and Adult Well-Being. Journal of Special Education, 50(2), 109-120.

Ou, S. & Reynolds, A. J. (2016). The role of non-cognitive factors in pathways to college attendance and degree completion (pp. 373-394). In Khine, M. S. and Areepattamannil, S. (Eds) Non-cognitive skills and factors in educational attainment. Rotterdam, Netherlands: Sense Publishers.

Reynolds, A. J., & Ou, S. (2016). Generative mechanisms in early childhood interventions: A confirmatory research framework for prevention. Prevention Science.17(7), 794-805.

Chan, W., Ou, S. & Reynolds, A. J. (2014). Adolescent Civic Engagement and Adult Outcomes: An Examination among Urban Racial Minorities. Journal of Youth and Adolescence, 43(11), 1829-1843.

Ou, S. & Reynolds, A. J. (2014). Early Determinants of Postsecondary Education Participation and Degree attainment: Findings from an Inner-City Minority Cohort. Education and Urban Society, 46(4), 474 - 504.

Reynolds, A. J., Richardson, B., Hayakawa, C. M., Lease, E. M. Warner-Richter, M. Englund, M. M., Ou, S., Sullivan, M. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. Journal of American Medical Association, 312(20):2126-34. doi: 10.1001/jama.2014.15376

Ou, S. & Reynolds, A. J. (2013). Timing of first childbirth and young women’s postsecondary education in an inner-city minority cohort. Urban Education, 48(2), 289-313.

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 CohortUrban 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.