Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest - A 15-Year Follow-up of Low-Income Children in Public Schools
Results: Relative to the preschool comparison group and adjusted for several covariates, children who participated in the preschool intervention for 1 or 2 years had a higher rate of high school completion (49.7 vs 38.5; P = .01); more years of completed education (10.6 vs 10.2; P = .03); and lower rates of juvenile arrest (16.9 vs 25.1; P = .003), violent arrests (9.0 vs 15.3; P = .002), and school dropout (46.7 vs 55.0; P = .047). Both preschool and school-age participation were significantly associated with lower rates of grade retention and special education services. The effects of preschool participation on educational attainment were greater for boys than girls, especially in reducing school dropout rates (P = .03). Relative to less extensive participation, children with extended program participation from preschool through second or third grade also experienced lower rates of grade retention (21.9 vs 32.3; P = .001) and special education (13.5 vs 20.7; P = .004).
Conclusions: Participation in an established early childhood intervention for low-income children was associated with better educational and social outcomes up to age 20 years. These findings are among the strongest evidence that established programs administered through public schools can promote children´s long-term success.
Besides a project description, you find main results and related articles with abstract and full text. See also Perry Preschool Project.
|Schlagwörter:||Bildungsforschung; Vereinigte Staaten; Jugend; Armut; Intervention; Bildung; Langzeituntersuchung; Praevention; empirische Forschung;|
|Fach, Sachgebiet:||Sozialarbeit / SozialpädagogikArbeitsfelder der Sozialarbeit/SozialpädagogikSozialarbeit / Sozialpolitik und Schule
Sozialarbeit / SozialpädagogikArbeitsfelder der Sozialarbeit/SozialpädagogikKinder- und JugendhilfeHilfen zur Erziehung
SchuleSchulwesen allgemeinSchulpsychologie, Schulsozialarbeit, Beratung
|Autor/Kontakt:||Robertson, Dylan L.; Mann; Emily A.; Temple, Judy A.; Reynolds, Arthur J.
|Datensatz aktualisiert am:||09.05.2007