How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized‐Controlled Trial.
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| Title: | How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized‐Controlled Trial. |
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| Authors: | Bierman, Karen L. (AUTHOR), Heinrichs, Brenda S. (AUTHOR), Welsh, Janet A. (AUTHOR), Jones, Damon E. (AUTHOR), Crowley, D. Max (AUTHOR) |
| Source: | Child Development. May/Jun2025, Vol. 96 Issue 3, p1236-1249. 14p. |
| Subjects: | Head Start programs, Preschool education, High school students, Secondary education, Educational outcomes, Emotions |
| Abstract: | This study examined the impact of the Head Start Research‐based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; Mage = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (N = 192) or "usual practice" (N = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, d = 0.41) and behavior problems (composite of teacher, parent, youth ratings, d = 0.27) with the latter benefits mediated by earlier intervention boosts to social–emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on‐time graduation but promoted these outcomes indirectly mediated by earlier intervention effects. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study examined the impact of the Head Start Research‐based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; Mage = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (N = 192) or "usual practice" (N = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, d = 0.41) and behavior problems (composite of teacher, parent, youth ratings, d = 0.27) with the latter benefits mediated by earlier intervention boosts to social–emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on‐time graduation but promoted these outcomes indirectly mediated by earlier intervention effects. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.14235 |
