The Chicago School Readiness Project: Examining the Long-Term Impacts of an Early Childhood Intervention

Autor/inn/en	Watts, Tyler W.; Gandhi, Jill; Ibrahim, Deanna A.; Masucci, Michael D.; Raver, C. Cybele
Titel	The Chicago School Readiness Project: Examining the Long-Term Impacts of an Early Childhood Intervention
Quelle	(2018), (79 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Readiness; Intervention; Early Childhood Education; Outcomes of Treatment; Outcomes of Education; Adolescents; Followup Studies; Executive Function; Grades (Scholastic); Emotional Response; Stimuli; Behavior Problems; Disadvantaged Youth; Self Control; Academic Achievement; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Follow-up studies; Kontaktstudium; Notenspiegel; Emotionales Verhalten; Anreizsystem; Benachteiligter Jugendlicher; Selbstbeherrschung; Schulleistung
Abstract	The current paper reports long-term treatment impact estimates for a randomized evaluation of an early childhood intervention designed to promote children's developmental outcomes and improve the quality of Head Start centers serving high-violence and high-crime areas in inner-city Chicago. Initial evaluations of end-of-preschool data reported that the program led to reductions in child behavioral problems and gains in measures of executive function and academic achievement. For this report, we analyzed adolescent follow-up data taken 10 to 11 years after program completion. We found evidence that the program had positive long-term effects on students' executive function and grades, though effects were somewhat imprecise and dependent on the inclusion of baseline covariates. Results also indicated that treated children had heightened sensitivity to emotional stimuli, and we found no evidence of long-run effects on measures of behavioral problems. These findings raise the possibility that developing programs that improve on the Head Start model could carry long-run benefits for affected children. [This paper was published in "PLOS ONE" Jul 2018.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11