Learning & Development
Journal Article
Early Childhood Education to Promote Health Equity
A Community Guide Systematic Review
Date
December 11, 2017
By Hahn, R. A., Barnett, W. S., Knopf, J. A., Truman, B. I., Johnson, R. L., Fielding, J. E. & Hunt, P. C. (2016).
Context: Children in low-income and racial and ethnic minority families often experience delays in development by 3 years of age and may benefit from center-based early childhood education.
Design: A meta-analysis on the effects of early childhood education by Kay and Pennucci best met Community Guide criteria and forms the basis of this review.
Results: There were increases in intervention compared with control children in standardized test scores (median = 0.29 SD) and high school graduation (median = 0.20 SD) and decreases in grade retention (median = 0.23 SD) and special education assignment (median = 0.28 SD). There were decreases in crime (median = 0.23 SD) and teen births (median = 0.46 SD) and increases in emotional self-regulation (median = 0.21 SD) and emotional development (median = 0.04 SD). All effects were favorable, but not all were statistically significant. Effects were also long-lasting.
Conclusions: Because many programs are designed to increase enrollment for high-risk students and communities, they are likely to advance health equity.
The Authors
W. Steven (Steve) Barnett, PhD, is a Board of Governors Professor and the founder and Director of the National Institute for Early Education Research (NIEER) at Rutgers University. Dr. Barnett’s work primarily focuses on public policies regarding early childhood education, child care, and child development.