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Effects of a School-Based, Early Childhood Intervention on Adult Health and Well-beingA 19-Year Follow-up of Low-Income Families
Arthur J. Reynolds, PhD;
Judy A. Temple, PhD;
Suh-Ruu Ou, PhD;
Dylan L. Robertson, PhD;
Joshua P. Mersky, PhD;
James W. Topitzes, PhD;
Michael D. Niles, PhD
Arch Pediatr Adolesc Med. 2007;161(8):730-739.
Objective To determine the effects of an established preventive intervention on the health and well-being of an urban cohort in young adulthood.
Design Follow-up of a nonrandomized alternative-intervention matched-group cohort at age 24 years.
Setting Chicago, Illinois.
Participants A total of 1539 low-income participants who enrolled in the Child-Parent Center program in 20 sites or in an alternative kindergarten intervention.
Interventions The Child-Parent Center program provides school-based educational enrichment and comprehensive family services from preschool to third grade.
Main Outcome Measures Educational attainment, adult arrest and incarceration, health status and behavior, and economic well-being.
Results Relative to the comparison group and adjusted for many covariates, Child-Parent Center preschool participants had higher rates of school completion (63.7% vs 71.4%, respectively; P = .01) and attendance in 4-year colleges as well as more years of education. They were more likely to have health insurance coverage (61.5% vs 70.2%, respectively; P = .005). Preschool graduates relative to the comparison group also had lower rates of felony arrests (16.5% vs 21.1%, respectively; P = .02), convictions, incarceration (20.6% vs 25.6%, respectively; P = .03), depressive symptoms (12.8% vs 17.4%, respectively; P=.06), and out-of-home placement. Participation in both preschool and school-age intervention relative to the comparison group was associated with higher rates of full-time employment (42.7% vs 36.4%, respectively; P = .04), higher levels of educational attainment, lower rates of arrests for violent offenses, and lower rates of disability.
Conclusions Participation in a school-based intervention beginning in preschool was associated with a wide range of positive outcomes. Findings provide evidence that established early education programs can have enduring effects on general well-being into adulthood.
Author Affiliations: Institute of Child Development (Drs Reynolds and Ou), Humphrey Institute of Public Affairs (Dr Temple), and Department of Applied Economics (Dr Temple), University of Minnesota, Minneapolis; Center for Developmental Science, University of North Carolina, Chapel Hill (Dr Robertson); School of Social Work, University of Wisconsin, Milwaukee (Drs Mersky and Topitzes); and School of Social Work, Arizona State University, Phoenix (Dr Niles).
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