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.. Reynolds A J, Temple J A, Robertson D L, Mann E A. (2001) Journal of the American Medical Association, 285: 2339-2346.

2001 ◽  
Vol 7 (3-4) ◽  
pp. 336-336
Author(s):  
Frances Page Glascoe
Keyword(s):  
Public Schools ◽  
American Medical Association ◽  
Low Income ◽  
Educational Achievement ◽  
Early Childhood Intervention ◽  
Long Term Effects ◽  
Low Income Children ◽  
Childhood Intervention

scholarly journals Long-term Effects of an Early Childhood Intervention on Educational Achievement and Juvenile Arrest

JAMA ◽  
2001 ◽  
Vol 285 (18) ◽  
pp. 2339 ◽  
Author(s):  
Arthur J. Reynolds ◽  
Judy A. Temple ◽  
Dylan L. Robertson ◽  
Emily A. Mann
Keyword(s):  
Early Childhood ◽  
Educational Achievement ◽  
Early Childhood Intervention ◽  
Long Term Effects ◽  
Childhood Intervention

scholarly journals Long-term effects of psychotherapy in a context of continuous community and gang violence: changes in aggressive attitude in high-risk South African adolescents

2019 ◽  
Vol 48 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Martina Hinsberger ◽  
Leon Holtzhausen ◽  
Jessica Sommer ◽  
Debra Kaminer ◽  
Thomas Elbert ◽  
...  
Keyword(s):  
Low Income ◽  
Traumatic Stress ◽  
Waiting List ◽  
Behavioural Intervention ◽  
Gang Violence ◽  
Long Term Effects ◽  
Post Traumatic Stress ◽  
Post Traumatic

AbstractBackground:Post-traumatic stress but also aggressive attitudes and behaviour can be found in adolescents living in a context of ongoing community and gang violence in the low-income urban areas of Cape Town, South Africa.Aims:We investigated the long-term effects (15–20 months after therapy) of (a) Narrative Exposure Therapy for Forensic Offender Rehabilitation (FORNET) and (b) the cognitive behavioural intervention ‘Thinking for a Change’ (CBT) on post-traumatic stress disorder (PTSD) and aggression compared with a waiting list.Method:Fifty-four young males participated in the treatment trial, of which 17 completed the FORNET intervention, 11 the CBT intervention, and 26 were on a waiting list. The primary outcome was the change score for the Appetitive Aggression Scale; secondary outcomes were the PTSD Symptom Scale-Interview change scores, and the number of perpetrated violent event types.Results:The reduction in scores for PTSD that had been observed in FORNET completers at the first follow-up were still significant at the second long-term follow-up (Cohen’s d = 0.86). In this treatment arm (FORNET), the scores for appetitive aggression were also significantly reduced (Cohen’s d = 1.00). There were no significant changes observed for CBT or for the waiting list.Conclusions:The study indicates that FORNET can successfully reduce post-traumatic stress as well as the attraction to violence even for individuals living under conditions of continuous traumatic stress.

scholarly journals More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers.

2004 ◽  
Vol 12 ◽  
pp. 72 ◽  
Author(s):  
Elizabeth Graue ◽  
Melissa A. Clements ◽  
Arthur J. Reynolds ◽  
Michael D. Niles
Keyword(s):  
Parent Involvement ◽  
Reading Achievement ◽  
School Readiness ◽  
Low Income ◽  
Grade Retention ◽  
Child Outcomes ◽  
Long Term Effects ◽  
Low Income Children ◽  
Kindergarten Entry

This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American) in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.

scholarly journals Long-Term Effects of Head Start on Low-Income Children

2008 ◽  
Vol 1136 (1) ◽  
pp. 257-268 ◽  
Author(s):  
Jens Ludwig ◽  
Deborah A. Phillips
Keyword(s):  
Head Start ◽  
Low Income ◽  
Long Term Effects ◽  
Low Income Children

scholarly journals Adult Outcomes of ECE by Family Income CD Pre Print

2021 ◽  
Author(s):  
Andres Sebastian Bustamante ◽  
Eric Dearing ◽  
Henrik Daae Zachrisson ◽  
Deborah Vandell
Keyword(s):  
Low Income ◽  
Family Income ◽  
College Graduation ◽  
Life Outcomes ◽  
Long Term Effects ◽  
Community Based ◽  
High Quality ◽  
Low Income Children ◽  
Low Income Families

Experimental research demonstrates sustained high-quality early-care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD SECCYD (n=994; 49.7% Female; 73.6% White, 10.6% African-American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children’s educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d=.19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d=.19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds.

scholarly journals Long-Term Impacts of Individual Development Accounts on Homeownership among Baseline Renters: Follow-Up Evidence from a Randomized Experiment

2013 ◽  
Vol 5 (1) ◽  
pp. 122-145 ◽  
Author(s):  
Michal Grinstein-Weiss ◽  
Michael Sherraden ◽  
William G Gale ◽  
William M Rohe ◽  
Mark Schreiner ◽  
...  
Keyword(s):  
Treatment Group ◽  
Low Income ◽  
Individual Development ◽  
Control Group ◽  
Randomized Experiment ◽  
Long Term Effects ◽  
Individual Development Accounts ◽  
Home Equity

We examine the long-term effects of a 1998–2003 randomized experiment in Tulsa, Oklahoma with Individual Development Accounts that offered low-income households 2:1 matching funds for housing down payments. Prior work shows that, among households who rented in 1998, homeownership rates increased more through 2003 in the treatment group than for controls. We show that control group renters caught up rapidly with the treatment group after the experiment ended. As of 2009, the program had an economically small and statistically insignificant effect on homeownership rates, the number of years respondents owned homes, home equity, and foreclosure activity among baseline renters. (JEL D14, H75, R21, R31)

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