Sustained Effects of a School Readiness Intervention: 5th Grade Outcomes of the Head Start REDI Program

Overview

Journal Early Child Res Q

Date 2021 May 17

PMID 33994660

Citations 17

Authors

Janet A Welsh

Karen L Bierman

Robert L Nix

Brenda N Heinrichs

Affiliations

Soon will be listed here.

Abstract

This study examined the sustained effects of the Head Start Research-based Developmentally Informed (REDI) program, which enriched preschools with evidence-based programming targeting social-emotional and language/emergent literacy skills. 44 Head Start classrooms were randomly assigned to intervention or a usual practice control group, and 356 4-year-olds (25% African American, 17% Latino, 54% female) were followed through the end of 5th grade. Growth curve analyses revealed that significant intervention effects on teacher-rated social adjustment, academic engagement, and parent involvement identified at the end of the Head Start year were sustained throughout elementary school. These findings demonstrate that evidence-based curricula combined with professional development support can enhance preschool programming and promote the elementary school adjustment of children living in poverty.

Citing Articles

The Joint Operations of Teacher-Student and Peer Relationships on Classroom Engagement among Low-Achieving Elementary Students: A Longitudinal Multilevel Study.

Li T, Wang Z, Merrin G, Wan S, Bi K, Quintero M Contemp Educ Psychol. 2024; 77.

PMID: 38463698 PMC: 10922620. DOI: 10.1016/j.cedpsych.2024.102258.

Centre-based early education interventions for improving school readiness: A systematic review.

McCartan C, Roberts J, Jordan J Campbell Syst Rev. 2023; 19(4):e1363.

PMID: 38093815 PMC: 10718474. DOI: 10.1002/cl2.1363.

Integrating cognition in the laboratory with cognition in the real world: the time cognition takes, task fidelity, and finding tasks when they are mixed together.

Carr T, Arrington C, Fitzpatrick S Front Psychol. 2023; 14:1137698.

PMID: 37691795 PMC: 10491893. DOI: 10.3389/fpsyg.2023.1137698.

Impacts of the Chicago School Readiness Project on measures of achievement, cognitive functioning, and behavioral regulation in late adolescence.

Watts T, Li C, Pan X, Gandhi J, McCoy D, Raver C Dev Psychol. 2023; 59(12):2204-2222.

PMID: 37616122 PMC: 10840912. DOI: 10.1037/dev0001561.

A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children's academic performance.

Kenny S, Cameron C, Karing J, Ahmadi A, Braithwaite P, McClelland M Front Psychol. 2023; 14:1124235.

PMID: 37416543 PMC: 10319628. DOI: 10.3389/fpsyg.2023.1124235.

References

Morris P, Millenky M, Raver C, Jones S . Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence From the Foundations of Learning Project. Early Educ Dev. 2020; 24(7):1020-1042. PMC: 7059632. DOI: 10.1080/10409289.2013.825187. View

Izard C, King K, Trentacosta C, Morgan J, Laurenceau J, Krauthamer-Ewing E . Accelerating the development of emotion competence in Head Start children: effects on adaptive and maladaptive behavior. Dev Psychopathol. 2008; 20(1):369-97. DOI: 10.1017/S0954579408000175. View

Blair C, Raver C . School readiness and self-regulation: a developmental psychobiological approach. Annu Rev Psychol. 2014; 66:711-31. PMC: 4682347. DOI: 10.1146/annurev-psych-010814-015221. View

Feingold A . A Regression Framework for Effect Size Assessments in Longitudinal Modeling of Group Differences. Rev Gen Psychol. 2013; 17(1):111-121. PMC: 3743548. DOI: 10.1037/a0030048. View

Moffitt T, Arseneault L, Belsky D, Dickson N, Hancox R, Harrington H . A gradient of childhood self-control predicts health, wealth, and public safety. Proc Natl Acad Sci U S A. 2011; 108(7):2693-8. PMC: 3041102. DOI: 10.1073/pnas.1010076108. View

Raver C, Jones S, Li-Grining C, Zhai F, Metzger M, Solomon B . Targeting children's behavior problems in preschool classrooms: a cluster-randomized controlled trial. J Consult Clin Psychol. 2009; 77(2):302-16. DOI: 10.1037/a0015302. View

Bierman K, Heinrichs B, Welsh J, Nix R, Gest S . Enriching preschool classrooms and home visits with evidence-based programming: sustained benefits for low-income children. J Child Psychol Psychiatry. 2016; 58(2):129-137. PMC: 5247307. DOI: 10.1111/jcpp.12618. View

Hamre B, Pianta R, Mashburn A, Downer J . Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources. Early Educ Dev. 2021; 23(6):809-832. PMC: 8423357. DOI: 10.1080/10409289.2011.607360. View

Heckman J, Pinto R, Savelyev P . Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes. Am Econ Rev. 2014; 103(6):2052-2086. PMC: 3951747. DOI: 10.1257/aer.103.6.2052. View

10.

Zarrett N, Eccles J . The passage to adulthood: challenges of late adolescence. New Dir Youth Dev. 2007; (111):13-28, 7. DOI: 10.1002/yd.179. View

11.

Jenkins J, Duncan G, Auger A, Bitler M, Domina T, Burchinal M . Boosting School Readiness: Should Preschool Teachers Target Skills or the Whole Child?. Econ Educ Rev. 2018; 65:107-125. PMC: 6095675. DOI: 10.1016/j.econedurev.2018.05.001. View

12.

Duncan G, Magnuson K . Investing in Preschool Programs. J Econ Perspect. 2015; 27(2):109-132. PMC: 4318654. DOI: 10.1257/jep.27.2.109. View

13.

Rudolph K, Lambert S, Clark A, Kurlakowsky K . Negotiating the transition to middle school: the role of self-regulatory processes. Child Dev. 2001; 72(3):929-46. DOI: 10.1111/1467-8624.00325. View

14.

Bradley R, Corwyn R . Socioeconomic status and child development. Annu Rev Psychol. 2001; 53:371-99. DOI: 10.1146/annurev.psych.53.100901.135233. View

15.

Bierman K, Nix R, Heinrichs B, Domitrovich C, Gest S, Welsh J . Effects of Head Start REDI on children's outcomes 1 year later in different kindergarten contexts. Child Dev. 2013; 85(1):140-59. PMC: 3740043. DOI: 10.1111/cdev.12117. View

16.

McNeish D, Matta T . Differentiating between mixed-effects and latent-curve approaches to growth modeling. Behav Res Methods. 2017; 50(4):1398-1414. DOI: 10.3758/s13428-017-0976-5. View

17.

Greenberg M . Promoting resilience in children and youth: preventive interventions and their interface with neuroscience. Ann N Y Acad Sci. 2007; 1094:139-50. DOI: 10.1196/annals.1376.013. View

18.

Bierman K, Nix R, Greenberg M, Blair C, Domitrovich C . Executive functions and school readiness intervention: impact, moderation, and mediation in the Head Start REDI program. Dev Psychopathol. 2008; 20(3):821-43. PMC: 3205459. DOI: 10.1017/S0954579408000394. View

19.

Bierman K, Domitrovich C, Nix R, Gest S, Welsh J, Greenberg M . Promoting academic and social-emotional school readiness: the head start REDI program. Child Dev. 2008; 79(6):1802-17. PMC: 3549580. DOI: 10.1111/j.1467-8624.2008.01227.x. View

20.

Bailey D, Duncan G, Odgers C, Yu W . Persistence and Fadeout in the Impacts of Child and Adolescent Interventions. J Res Educ Eff. 2018; 10(1):7-39. PMC: 5779101. DOI: 10.1080/19345747.2016.1232459. View