Details:

Alternative Title:
J Public Health Manag Pract
Publisher's site:
http://dx.doi.org/10.1097/PHH.0000000000000378
Personal Author:
Hahn, Robert A.; Barnett, W. Steven; Knopf, John A.; Truman, Benedict I.; Johnson, Robert L.; ... More +
Hahn, Robert A.; Barnett, W. Steven; Knopf, John A.; Truman, Benedict I.; Johnson, Robert L.; Fielding, Jonathan E.; Muntaner, Carles; Jones, Camara Phyllis; Fullilove, Mindy T.; Hunt, Pete C.; Less -
Corporate Authors:
Community Preventive Services Task Force;
Description:
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.
Subject:
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Article
Early Childhood Education
Health Equity
Low Income
Racial/ethnic Minority
Social Determinant

Source:
J Public Health Manag Pract. 22(5):E1-E8.;
Pubmed ID:
26672406
Pubmed Central ID:
PMC4969181
Document Type:
Journal Article;
Funding:
CC999999/Intramural CDC HHS/United States;
Collection(s):
CDC Public Access
Main Document Checksum:
[+]
urn:sha256:f7e119fb2c6e372d32149e2563025ff72cb12f326ad4176a4d242c3187364d92
File Type:

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