Cited by 636Early Childhood Education and DevelopmentSchool Choice and PerformancePoverty, Education, and Child Welfare

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Effectiveness of Early Educational Intervention

Barnett, W. S.·2011·Science

DOI 10.1126/science.1204534

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Abstract

Early educational intervention has been proposed to partially offset the impacts of poverty and inadequate learning environments on child development and school success. A broad range of early educational interventions are found to produce meaningful, lasting effects on cognitive, social, and schooling outcomes. However, all interventions are not equally effective. Two major U.S. programs perform relatively poorly. Research provides some guidance regarding the features of highly effective programs, but much remains to be learned. New experimental studies of key program features would have a high payoff.

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Self-citation
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“As a result, early identification and treatment of young children at risk for developmental disabilities is critical to improve the children’s chances of maximal academic success and contribution to society as adults.(2,3) The Individuals with Disabilities Education Act Part C Early Intervention (EI) Program provides…”
Background
Reaching the Youngest Hearts and Minds: Interviews with Diocesan Leaders Regarding Catholic Early Childhood Education
Frabutt, J. M., & Waldron, R. A. (2013) · Catholic education/Catholic education (Dayton, Ohio. Online) · doi:10.15365/joce.1701022013 · Cited by 10
“Further, though there was variability by state and by outcome, a five-state impact analysis of pre-K programs detected positive impacts on children’s cognitive skills (Wong, Cook, Barnett, & Jung, 2008). Similarly, in an initial report examining Tennessee’s voluntary pre-K (TNVPK) programming, Lipsey, Farran, Bilbrey,…”
The long arm of childhood: Preschool associations with adolescent health.
Sabol, T. J., & Hoyt, L. T. (2017) · Developmental Psychology · doi:10.1037/dev0000287 · Cited by 11
“In addition, preschool participation is linked with positive social and economic outcomes in adulthood, such as higher employment rates, lower arrest rates, and lower likelihood of participating in welfare in adulthood, particularly for low-income children (Barnett, 2011).”
Childcare, early education, and social inequality: Perspectives for a cross-national and multidisciplinary study
Kulić, N., Škopek, J., Triventi, M., & Blossfeld, H. (2017) · Edward Elgar Publishing eBooks · doi:10.4337/9781786432094.00008 · Cited by 10
“…preschool educational interventions tend to be more successful in school, are less often unemployed in adulthood, receive higher earnings, are less dependent on social welfare, have a lower crime rate, and live a healthier life than children without such experience (Burger 2010; Barnett 2011).”
Background
Early talk boost: A targeted intervention for three year old children with delayed language development
Reeves, L., Hartshorne, M., Black, R., Atkinson, J. A., Baxter, A., & Pring, T. (2018) · Child Language Teaching and Therapy · doi:10.1177/0265659018755526 · Cited by 10
“This has been extensively researched in the United States with positive results (for summaries, see Barnett, 2011; Yoshikawa et al., 2013). Children who attend show a mean gain of about four months with substantially greater gains in some programmes. The advantage diminishes but remains in the early school years and g…”
BackgroundInfluential
Social Skills and Sensory Processing in Preschool Children Who are Homeless or Poor Housed
Rybski, D. A., & Israel, H. A. (2018) · Journal of Occupational Therapy Schools & Early Intervention · doi:10.1080/19411243.2018.1523768 · Cited by 11
“as essential for school readiness (Barnett, 2011).”
BackgroundInfluential
Perspectives on the child care search process in low-income, urban neighbourhoods in the United States
Moran, K. K. (2019) · Early Child Development and Care · doi:10.1080/03004430.2019.1641703 · Cited by 10
“In this study, a population of children who have been shown to benefit from high-quality care (Barnett, 2011; Barnett et al., 2013; Gormley et al., 2008; McCormick et al., 2006; Puma et al., 2012; Ramey & Stokes, 2009; Wong et al., 2008), appeared to have spent time in care of little or no quality,…”
Background
Study on factors affecting preschool education service quality
Xu, L., & Zhang, Y. (2019) · Kybernetes · doi:10.1108/k-08-2018-0442 · Cited by 10
The benefit of combining teacher-direction with contrasted presentation of algebra principles
Ziegler, E., Edelsbrunner, P. A., & Stern, E. (2020) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00468-3 · Cited by 12
Measuring More
Little, M. H. (2016) · AERA Open · doi:10.1177/2332858416665811 · Cited by 11
Is It Family or School? Getting the Question Right
Alexander, K. L. (2016) · RSF The Russell Sage Foundation Journal of the Social Sciences · doi:10.7758/rsf.2016.2.5.02 · Cited by 10
Synthesis of Preschool Dosage
Wasik, B. A., & Snell, E. K. (2018) · Cambridge University Press eBooks · doi:10.1017/9781108349352.003 · Cited by 10
Efeitos de longo prazo da educação infantil: evidências e política
Melhuish, E. C. (2013) · Cadernos de Pesquisa · doi:10.1590/s0100-15742013000100007 · Cited by 10
“…Infantil para as crianças necessitadas em seus CP 148.indb 127 07/06/2013 16:57:08 E F E IT O S D E L O N G O P R A Z O D A E D U C A Ç Ã O IN FA N T IL : E V ID Ê N C IA S E P O L ÍT IC A C A D E R N O S D E P E S Q U IS A resultados educacionais, profissionais e sociais (BARNETT, 1992, 2011).”
On the importance of families and public policies for child development outcomes
Moncayo, J. A. R. (2012) · Cited by 10
Psychological distress and living conditions among Japanese single-mothers with preschool-age children: An analysis of 2016 Comprehensive Survey of Living Conditions
Kato, T., Takehara, K., Suto, M., Sampei, M., & Urayama, K. Y. (2021) · Journal of Affective Disorders · doi:10.1016/j.jad.2021.02.065 · Cited by 9
The Influence of Educational Determinants on Children’s Health: A Scoping Review of Reviews
Fillol, A., Wallerich, L., Larose, M., Ferron, C., Rivadeneyra-Sicilia, A., Vandentorren, S., Brandler–Weinreb, J., & Cambon, L. (2024) · Public health reviews · doi:10.3389/phrs.2024.1606372 · Cited by 11
“The educational facilities and structures can also reinforce social inequalities [9]: gender and ethnic inequalities are speci ﬁ cally addressed in some reviews included in our scoping of the literature.”
Background
The first thousand days: nourishing the developing brain for a lifetime of mental well-being. Narrative review
Pettoello‐Mantovani, M., Bali, D., Şevketoğlu, E., Pastore, M. N., Vural, M., & Giardino, I. (2025) · Global Pediatrics · doi:10.1016/j.gpeds.2025.100270 · Cited by 9
Early Intervention Developmental Programming and Childhood Academic Outcomes
Stingone, J. A., McVeigh, K. H., & Lednyak, L. (2026) · JAMA Network Open · doi:10.1001/jamanetworkopen.2025.55890 · Cited by 9
Mapping Access to Affordable Early Childhood Education and Care: Methodology and Application to Community Advocacy
Azuma, J. T., DeBaryshe, B. D., Gauci, K. T., & Stern, I. R. (2020) · International Journal of Community Well-Being · doi:10.1007/s42413-020-00096-1 · Cited by 9
“Furthermore, such programs partially offset the negative impacts of poverty and other risk factors on early school success (Barnett 2011; Magnuson et al. 2004; Phillips et al. 2017).”
Background
Finding Rigor Within a Large-Scale Expansion of Preschool to Test Impacts of a Professional Development Program
Rojas, N. M., Morris, P., & Balaraman, A. (2020) · AERA Open · doi:10.1177/2332858420975399 · Cited by 10
Context matters for preschool discipline: Effects of distance learning and pandemic fears.
Bookser, B. A., Ruiz, M., Olu-Odumosu, A., Kim, M., Jarvis, S. N., & Okonofua, J. A. (2021) · School Psychology · doi:10.1037/spq0000452 · Cited by 11
Penggunaan Kaedah Permainan, Buku Nombor dan Lembaran kerja dalam pembelajaran Matematik Awal kanak-kanak
Ompok, C. C. (2021) · Malaysian Journal of Social Sciences and Humanities (MJSSH) · doi:10.47405/mjssh.v6i10.1117 · Cited by 9
Identifying and Estimating Causal Moderation for Treated and Targeted Subgroups
Dong, N., Kelcey, B. M., & Spybrook, J. K. (2022) · Multivariate Behavioral Research · doi:10.1080/00273171.2022.2046997 · Cited by 9
“, Barnett, 2011; Lipsey et al., 2013). Further, Lipsey et al. (2013) suggested the effects of ECCE may differ for certain subgroups and found that that non-native English speaking children experienced greater benefit in terms of academic achievement from the Tennessee voluntary prekindergarten program than the native…”
Background
Generativity as a Positive Mental Health Outcome: The Long-term Impacts of Better Beginnings, Better Futures on Youth at Ages 18–19
Love, N., Nelson, G. B., Pancer, S. M., Loomis, C., & Hasford, J. (2013) · Canadian Journal of Community Mental Health · doi:10.7870/cjcmh-2013-012 · Cited by 9
Empowerment through pedagogy: positioning service-learning as an early childhood pedagogy for pre-service teachers
Winterbottom, C., & Mazzocco, P. J. (2015) · Early Child Development and Care · doi:10.1080/03004430.2015.1028396 · Cited by 9
“Marchel, Shields, and Winter (2011) posit that now is the opportune time to adopt service-learning as the prominent pedagogy in a PST education programme.”
BackgroundInfluential
Augmented Reality for preschoolers: an experience around Natural Sciences educational contents
Martínez, A. C., Laguna, I., Pérez, D., Perona, P., & Contero, M. (2012) · Cited by 9
The quick and easy Mongolian Rapid Baby Scale shows good concurrent validity and sensitivity
Dagvadorj, A., Takehara, K., Bavuusuren, B., Morisaki, N., Gochoo, S., & Mori, R. (2014) · Acta Paediatrica · doi:10.1111/apa.12884 · Cited by 9
Dispersed vs. Centralized Policy Governance: The Case of State Early Care and Education Policy
Jenkins, J., & Henry, G. T. (2016) · Journal of Public Administration Research and Theory · doi:10.1093/jopart/muw003 · Cited by 9
Competencias genéricas en los programas de Contaduría Pública: el caso de la Universidad del Atlántico entre los periodos 2016 al 2018
Sehuanes, M. R., & González, C. L. C. (2020) · Contaduría Universidad de Antioquia · doi:10.17533/udea.rc.n77a03 · Cited by 9
“Sin embargo, Barnett (2011) preestablece que ciertas competencias han de ser adquiridas también desde el mundo académico, pero deben estar orientadas y reguladas, especialmente, por lo que ocurre en el mundo científico, profesional, social y cultural.”
Background
Testing Numeric: Evidence from a randomized controlled trial of a computer based mathematics intervention in Cape Town high schools
Böhmer, B. L. (2014) · Open University of Cape Town (University of Cape Town) · Cited by 9
Poverty in early childhood and future educational achievements
Shay, D., Shavit, Y., & Sasson, I. E. (2023) · Early Child Development and Care · doi:10.1080/03004430.2023.2236803 · Cited by 10
“Thus, achievement gaps between children from di ﬀ e rent socio-economic backgrounds emerge in early childhood (see also Barnett, 2011; Carneiro & Heckman, 2003; Heckman, 2008; Paxson & Schady, 2007).”
A eficácia dos programas de educação compensatória nos resultados escolares: análise do programa nacional português de educação compensatória ao longo de 13 anos
Ferraz, H., Neves, T., & Nata, G. (2018) · Ensaio Avaliação e Políticas Públicas em Educação · doi:10.1590/s0104-40362018002601036 · Cited by 8
“Os resultados sugerem um impacto inicial positivo nos resultados dos testes padrão realizados pelas crianças participantes no HS, mas que esse impacto vai gradualmente decrescendo e, no final do 1º ciclo, as diferenças deixam de se notar (BARNETT, 2011; GIBBS et al., 2011).”
Background
Examining the impact of a social skills training program on preschoolers’ social behaviors: a cluster-randomized controlled trial in child care centers
Larose, M., Ouellet‐Morin, I., Vergunst, F., Vitaro, F., Girard, A., Tremblay, R. E., Brendgen, M. R., & Côté, S. M. (2020) · BMC Psychology · doi:10.1186/s40359-020-00408-2 · Cited by 18
“Attending an early education and care setting is therefore an important preventive strategy for social adjustment and academic attainment problems [3, 8].”
Background
A National Evaluation of Kindergarten Outcomes: Findings from Uruguay
Lopez, A. Y., & Willms, J. D. (2020) · Springer eBooks · doi:10.1007/978-3-030-44810-3_13 · Cited by 8

Authors: Barnett, W. S.
Affiliations: Rutgers, The State University of New Jersey (US)
Corresponding author: Barnett, W. S.
ORCID: Barnett, W. S.
Venue: Science
Publisher: American Association for the Advancement of Science (AAAS)
Published: 2011-08-19
Volume: 333
Issue: 6045
Pages: 975-978
ISSN: 0036-8075 (ISSN-L)
1095-9203
DOI: 10.1126/science.1204534
OpenAlex: W2126455292
Cited by: 636
References: 35
Citations by year: 2026: 16 · 2025: 24 · 2024: 47 · 2023: 36 · 2022: 33 · 2021: 42 · 2020: 70 · 2019: 45 · 2018: 55 · 2017: 47 · 2016: 51 · 2015: 46 · 2014: 45 · 2013: 48 · 2012: 26
FWCI: 22.99
Type: journal article
Language: en
Open access: closed
Locations: Science (publishedVersion)
PubMed (publishedVersion)
Rutgers University Community Repository (Rutgers University) (submittedVersion)
Topics: Social Sciences › Education › Early Childhood Education and Development
Social Sciences › Education › School Choice and Performance
Social Sciences › Development › Poverty, Education, and Child Welfare
Keywords: early educational intervention, program effectiveness, child development, school success, poverty, learning environment, cognitive outcomes, social outcomes, program characteristics, early childhood education
MeSH terms: Child Development, Child, Preschool, Cognition, Educational Measurement, Humans, Infant, Intelligence, Social Behavior, United States, Meta-Analysis as Topic, Program Evaluation, Randomized Controlled Trials as Topic, Early Intervention, Educational

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