Kindergarten Through Grade 3 Outcomes: Randomized Control Trial Follow-Up Study of High-Quality Early Childhood Programming From Infancy

• In Event: Access, Quality Programming, and Teacher Training

Abstract

An accepted conclusion is that children at risk for educational failure who participate in high-quality early care and education (ECE) enter kindergarten “more ready.” There is less consensus about longer-term outcomes with some studies finding continuation of early gains while others report “fade out.” This study investigated child outcomes, Kindergarten through Grade 3, of 75 children randomly assigned as infants to either participate or not in an enhanced Head Start program. Results showed that treatment group children demonstrated significantly higher skills in vocabulary, oral comprehension, and math than the control group. This study contributes to the scant literature of longitudinal studies spanning infancy through Grade 3. It also contributes information about the expected size of impacts of contemporary ECE programs.

Authors

• Diane M. Horm, University of Oklahoma - Tulsa
  Presenting Author

• Shinyoung Jeon, University of Oklahoma
  Non-Presenting Author