The chicago school readiness project: Examining the long-term impacts of an early childhood intervention

Tyler W. Watts, Jill Gandhi, Deanna A. Ibrahim, Michael D. Masucci, C. Cybele Raver

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Article numbere0200144
JournalPloS one
Volume13
Issue number7
DOIs
StatePublished - Jul 2018

ASJC Scopus subject areas

  • Biochemistry, Genetics and Molecular Biology(all)
  • Agricultural and Biological Sciences(all)
  • General

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