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Watts TW, Jenkins JM, Dodge KA, Carr RC, Sauval M, Bai Y, Escueta M, Duer J, Ladd H, Muschkin C, Peisner-Feinberg E, Ananat E. Understanding Heterogeneity in the Impact of Public Preschool Programs. Monogr Soc Res Child Dev 2023; 88:7-182. [PMID: 37309210 PMCID: PMC10399598 DOI: 10.1111/mono.12463] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Revised: 02/20/2023] [Accepted: 03/01/2023] [Indexed: 06/14/2023]
Abstract
We examine the North Carolina Pre-K (NC Pre-K) program to test the hypothesis that observed variation in effects resulting from exposure to the program can be attributed to interactions with other environmental factors that occur before, during, or after the pre-k year. We examine student outcomes in 5th grade and test interaction effects between NC's level of investment in public pre-k and moderating factors. Our main sample includes the population of children born in North Carolina between 1987 and 2005 who later attended a public school in that state, had valid achievement data in 5th grade, and could be matched by administrative record review (n = 1,207,576; 58% White non-Hispanic, 29% Black non-Hispanic, 7% Hispanic, 6% multiracial and Other race/ethnicity). Analyses were based on a natural experiment leveraging variation in county-level funding for NC Pre-K across NC counties during each of the years the state scaled up the program. Exposure to NC Pre-K funding was defined as the per-4-year-old-child state allocation of funds to a county in a year. Regression models included child-level and county-level covariates and county and year fixed effects. Estimates indicate that a child's exposure to higher NC Pre-K funding was positively associated with that child's academic achievement 6 years later. We found no effect on special education placement or grade retention. NC Pre-K funding effects on achievement were positive for all subgroups tested, and statistically significant for most. However, they were larger for children exposed to more disadvantaged environments either before or after the pre-k experience, consistent with a compensatory model where pre-k provides a buffer against the adverse effects of prior negative environmental experiences and protection against the effects of future adverse experiences. In addition, the effect of NC Pre-K funding on achievement remained positive across most environments, supporting an additive effects model. In contrast, few findings supported a dynamic complementarity model. Instrumental variables analyses incorporating a child's NC Pre-K enrollment status indicate that program attendance increased average 5th grade achievement by approximately 20% of a standard deviation, and impacts were largest for children who were Hispanic or whose mothers had less than a high school education. Implications for the future of pre-k scale-up and developmental theory are discussed.
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Psychological well-being in midlife following early childhood intervention. Dev Psychopathol 2023; 35:357-382. [PMID: 35068402 PMCID: PMC9308829 DOI: 10.1017/s0954579421001528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
The present study is the first to examine the relations between participation in a public early childhood intervention (the Child-Parent Center (CPC) program) and psychological well-being (or, positive functioning) into early mid-life. Data are drawn from the Chicago Longitudinal Study (CLS), which has followed a cohort of 1,539 individuals who grew up in urban poverty for over four decades. Approximately two-thirds of the original study cohort participated in the CPC program in early childhood; the rest comprise a demographically matched comparison group. Participants’ psychological functioning at age 35-37 was assessed using the Ryff Scales of Psychological Wellbeing. Results support a positive relationship between CPC preschool participation and long-term psychological wellbeing. Moderated mediation (e.g., whether CPC effects on wellbeing differ across subgroups) and potential mechanisms across multiple social-ecological levels (according to the 5-Hypothesis Model of early intervention) are also empirically investigated. Future directions for child development research, early childhood intervention, and public policy are discussed.
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Lee K. Effects of formal center-based care and positive parenting practices on children in foster care. CHILD ABUSE & NEGLECT 2022:105946. [PMID: 36435641 DOI: 10.1016/j.chiabu.2022.105946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Revised: 09/30/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The current study examined whether children in foster care have better cognitive and social-emotional outcomes at kindergarten age when they enroll in formal center-based care and when they receive positive parenting practices at home. OBJECTIVE Two primary questions were addressed: (1) Do children in foster care who attended formal center-based care (including Head Start) have higher cognitive and socio-emotional outcomes than children in foster care who did not attend formal center-based care? (2) Does positive parenting practice promote better cognitive and socio-emotional outcomes? PARTICIPANTS AND SETTING Based on the Early Childhood Longitudinal Study-K: 2011 data, 299 children in foster care were selected. METHODS Regression analyses were conducted on children's cognitive and social-emotional scores by types of children's childcare arrangements (formal vs informal care) and positive parenting practices. Active parental involvement was measured based on how frequently parents read books with their children, and authoritarian parenting discipline was measured based on whether parents spanked their children. RESULTS Children in foster care who enrolled in formal center-based childcare at pre-school age have higher cognitive and socio-emotional scores at kindergarten age. Positive parenting practice also promotes children's outcomes. Children in foster care who are both enrolled in formal center-based care and experience positive parenting practice had the most positive outcomes. CONCLUSIONS Parents raising children in foster care should be informed about the positive impacts of certain parenting practices on their children. Foster parents should be connected to available community resources, including formal-center-based preschool programs and required to continuously attend parenting classes to sustain positive impact of parenting practice on foster children.
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Affiliation(s)
- Kyunghee Lee
- School of Social Work, Michigan State University, United States of America.
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Amadon S, Gormley WT, Claessens A, Magnuson K, Hummel-Price D, Romm K. Does early childhood education help to improve high school outcomes? Results from Tulsa. Child Dev 2022; 93:e379-e395. [PMID: 35302656 DOI: 10.1111/cdev.13752] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Early childhood education contributes to improved school readiness but impacts on high school remain unclear. This study estimates the effects of Tulsa, Oklahoma's universal pre-K and Head Start programs through the junior year of high school (in 2018/2019; N = 2902; Mage = 16.52, SD = .39; 48% female; 28% white, 34% Black, 27% Hispanic, 8% Native American). Propensity score weighted regressions suggest students who attended pre-K, but not Head Start, missed less school, were less likely to fail courses and be retained in grade, were more likely to take an Advanced Placement/International Baccalaureate course, but did not have higher test scores or grades. Subgroup analyses by race/ethnicity demonstrated some differences in the pattern of associations favoring students of color.
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Affiliation(s)
| | | | | | | | | | - Katelyn Romm
- George Washington University, Washington, District of Columbia, USA
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5
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Farah MJ, Sternberg S, Nichols TA, Duda JT, Lohrenz T, Luo Y, Sonnier L, Ramey SL, Montague R, Ramey CT. Randomized Manipulation of Early Cognitive Experience Impacts Adult Brain Structure. J Cogn Neurosci 2021; 33:1197-1209. [PMID: 34428792 DOI: 10.1162/jocn_a_01709] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Does early exposure to cognitive and linguistic stimulation impact brain structure? Or do genetic predispositions account for the co-occurrence of certain neuroanatomical phenotypes and a tendency to engage children in cognitively stimulating activities? Low socioeconomic status infants were randomized to either 5 years of cognitively and linguistically stimulating center-based care or a comparison condition. The intervention resulted in large and statistically significant changes in brain structure measured in midlife, particularly for male individuals. These findings are the first to extend the large literature on cognitive enrichment effects on animal brains to humans, and to demonstrate the effects of uniquely human features such as linguistic stimulation.
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Affiliation(s)
| | | | | | | | | | - Yi Luo
- Virginia Polytechnic Institute and State University
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Domond P, Orri M, Algan Y, Findlay L, Kohen D, Vitaro F, Tremblay RE, Côté SM. Child Care Attendance and Educational and Economic Outcomes in Adulthood. Pediatrics 2020; 146:peds.2019-3880. [PMID: 32527751 DOI: 10.1542/peds.2019-3880] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/22/2020] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVES To test associations between onset of formal child care (in infancy or as a toddler), high school graduation, and employment earnings from ages 18 to 35 years. METHODS A 30-year prospective cohort follow-up study, with linkage to government administrative databases (N =3020). Exposure included formal child care, if any, by accredited caregivers in centers or residential settings at ages 6 months and 1, 1.5, 2, 3, and 4 years. A propensity score analysis was conducted to control for social selection bias. RESULTS Of 2905 participants with data on child care use, 59.4% of male participants and 78.5% of female participants completed high school by age 22 to 23. Mean income at last follow-up (n = 2860) was $47 000 (Canadian dollars) (SD = 37 700) and $32 500 (SD = 26 800), respectively. Using group-based trajectory modeling, we identified 3 groups: formal child care onset in infancy (∼6 months), formal child care onset as a toddler (after 2.5 years), and never exposed. After propensity score weighting, boys with child care started in infancy had greater odds of graduating than those never exposed (odds ratio [OR] 1.39; 95% confidence interval [CI]: 1.18-1.63; P < .001). Boys attending child care had reduced odds of low income as young adults (infant onset: OR 0.60 [95% CI: 0.46-0.84; P < .001]; toddler onset: OR 0.63 [95% CI: 0.45-0.82; P < .001]). Girls' graduation rates and incomes revealed no significant association with child care attendance. CONCLUSIONS For boys, formal child care was associated with higher high school completion rates and reduced risk of adult poverty. Benefits for boys may therefore extend beyond school readiness, academic performance, and parental workforce participation.
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Affiliation(s)
- Pascale Domond
- Sainte-Justine Hospital Research Center, Montreal, Canada.,Social and Preventive Medecine, School of Public Health and
| | - Massimiliano Orri
- Sainte-Justine Hospital Research Center, Montreal, Canada.,Department of Psychiatry, McGill University, Montreal, Canada
| | - Yann Algan
- Sciences Po, Fench Economic Observatory (OFCE), Paris, France
| | - Leanne Findlay
- Health Analysis Division, Statistics Canada, Ottawa, Canada
| | - Dafna Kohen
- Health Analysis Division, Statistics Canada, Ottawa, Canada
| | - Frank Vitaro
- Sainte-Justine Hospital Research Center, Montreal, Canada.,School of Psychoeducation, University of Montreal, Montreal, Canada
| | - Richard E Tremblay
- Sainte-Justine Hospital Research Center, Montreal, Canada.,Departments of Pediatrics, Psychology, and.,School of Public Health, Physiotherapy and Sports Science, University College Dublin, Dublin, Ireland; and
| | - Sylvana M Côté
- Sainte-Justine Hospital Research Center, Montreal, Canada; .,Social and Preventive Medecine, School of Public Health and.,Bordeaux Population Health Research Center, French National Institute of Health and Medical Research U1219, University of Bordeaux, Bordeaux, France
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Rvachew S, Thompson D, Carolan E. Description of Boys and Girls' Nonverbal and Verbal Engagement With Electronic and Paper Books. JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY 2019. [DOI: 10.1891/1945-8959.18.2.212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Girls often outperform boys on measures of literacy achievement. This gender gap in literacy performance has been observed to be persistent over developmental time, consistent across multiple domains of literacy, and widely spread geographically. It is sometimes suggested that boys' achievement in the literacy domain might be improved by the availability of reading materials that are designed to engage boys' attention, such as electronic books with interactive features. We addressed the question of boys' versus girls' engagement with reading materials by observing 20 small groups of boys or girls interacting with an electronic book and then a paper book. The children's engagement with the book in each case was coded using Noldus software. Engagement was operationalized in terms of eye gaze (looking at book or reading partner vs. elsewhere), handling (i.e., touching or pointing at book or partner with engaging as opposed to prohibitive actions), and verbal behaviors (i.e., reading, paraphrasing, or talking about the book when compared to not talking or off-task talk). Total time and percent time spent engaged with each book was examined by gender. The results revealed greater nonverbal engagement with the ebook compared to the paper book but greater verbal engagement with the paper book compared to the ebook. No differences in engagement by gender were observed however.
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Ou SR, Arteaga I, Reynolds A. Dosage Effects in the Child-Parent Center PreK-to-3 rd Grade Program: A Re-Analysis in the Chicago Longitudinal Study. CHILDREN AND YOUTH SERVICES REVIEW 2019; 101:285-298. [PMID: 31213731 PMCID: PMC6581462 DOI: 10.1016/j.childyouth.2019.04.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Although substantial investments in early childhood intervention have continued, whether gains are sustained past kindergarten for routinely implemented programs is a critical research need. Using data from the Chicago Longitudinal Study (CLS; N=1,539; 50.3% female; 92.9% African American and 7.1% Hispanic), an on-going investigation of the Child-Parent Center (CPC) program for an inner-city cohort, this study investigates the effects of program duration from preschool to 3rd grade on school outcomes and whether the effects differ by gender. Regression analyses are conducted to compare the differences in outcomes among intervention groups. Inverse probability weighting (IPW) is used to adjust for potential attrition and selection biases. Findings indicate that relative to the preschool plus kindergarten (P-K) group, participation from preschool through third grade (P-3) is significantly associated with better academic functioning at both 3rd and 8th grades, better classroom adjustment at 3rd grade, lower rates of retention and school mobility, and few years of special education. Relative to the preschool through second grade (P-2) group, the P-3 group has significantly higher academic functioning in third grade. Results suggest that the P-3 dosage is associated with larger effects on academic functioning for girls and larger effects on social-emotional functioning for boys compare to the P-K dosage. Findings suggest that receiving up to third grade (P-3) of an early childhood education program have associated with persistent effects on developmental outcomes compared to the dosages of P-K. Multi-year programs have the potential to sustain early childhood gains and promote healthy development via improving academic functioning and school experiences.
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Affiliation(s)
- Suh-Ruu Ou
- 1. Institute of Child Development, University of Minnesota, Minneapolis, MN
| | - Irma Arteaga
- 2. Harry Truman School of Public Affairs, University of Missouri, Columbia, MO
| | - Arthur Reynolds
- 1. Institute of Child Development, University of Minnesota, Minneapolis, MN
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Abstract
This article presents new evidence on the crime-reducing impacts of a high-quality, intensive early childhood program with long-term follow-up, evaluated by a randomized controlled trial. Proportionately, more women than men decrease their criminal activity after participating in the program. This gender difference arises because of the worse home environments for girls, with corresponding greater scope for improvement by the program. For both genders, treatment effects are larger for the least-advantaged children, as measured by their mother's education at baseline. The dollar value of the social cost of criminal activity averted is higher for men because they commit more costly violent crimes.
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Affiliation(s)
- Jorge Luis García
- John E. Walker Department of Economics, Clemson University, Clemson, South Carolina; Leonard D. Schaeffer Center, University of Southern California, Los Angeles, Social Science Research Institute, Duke University, Durham, North Carolina
| | - James J Heckman
- Department of Economics, University of Chicago, and American Bar Foundation, Chicago, Illinois
| | - Anna L Ziff
- Department of Economics, Duke University, Durham, North Carolina
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10
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White A, Seims A, Cameron I, Taylor T. Social determinants of male health: a case study of Leeds, UK. BMC Public Health 2018; 18:160. [PMID: 29351751 PMCID: PMC5775592 DOI: 10.1186/s12889-018-5076-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2017] [Accepted: 01/12/2018] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND The social determinants of health have a disproportionate impact on mortality in men. A study into the state of health of the male population in Leeds was undertaken to guide public health commissioning decisions. This paper reports on the data relating to the social lives of men. METHODS A cross-sectional study was undertaken, comprising descriptive analysis of data relating to educational attainment, housing, employment (including benefit claimants), marital status and relationships. Data was considered for the whole city and localised at the Middle Super Output Area (MSOA) level and mapped against the Index of Deprivation. RESULTS Boys' educational attainment was found to be lagging behind girls' from their earliest assessments (Early Years Foundation Stage Profile, 46% vs. 60%, P = 0.00) to GCSEs (53% vs. 63%, P = 0.00), leaving many men with no qualifications. There were 68% more men than women identified as being unemployed, with more men claiming benefits. Men living in social housing are more likely to be housed in high-rise flats. Almost 50% of men aged 16-64 are single, with 2254 lone fathers. CONCLUSIONS There appears to be a lack of sex/gender analysis of current cross city data. In areas of deprivation a complex picture of multiple social problems emerges, with marked gender differences in the social determinants of health, with males seeming to be more negatively affected. There is a need for more focused planning for reaching out and targeting boys and men in the most deprived inner city areas, so that greater efficiency in service delivery can be obtained.
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Affiliation(s)
- Alan White
- Centre for Men’s Health, Institute of Health and Wellbeing, Leeds Beckett University, Leeds, LS1 3HE UK
| | - Amanda Seims
- Centre for Men’s Health, Institute of Health and Wellbeing, Leeds Beckett University, Leeds, LS1 3HE UK
| | - Ian Cameron
- Leeds City Council, Civic Hall, Calverley Street, Leeds, LS1 1UR UK
| | - Tim Taylor
- Leeds City Council, Civic Hall, Calverley Street, Leeds, LS1 1UR UK
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McCoy DC, Yoshikawa H, Ziol-Guest KM, Duncan GJ, Schindler HS, Magnuson K, Yang R, Koepp A, Shonkoff JP. Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes. EDUCATIONAL RESEARCHER (WASHINGTON, D.C. : 1972) 2017; 46:474-487. [PMID: 30147124 PMCID: PMC6107077 DOI: 10.3102/0013189x17737739] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE's utility for reducing education-related expenditures and promoting child well-being.
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Affiliation(s)
| | | | | | | | | | | | - Rui Yang
- New York University, New York, NY
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