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Effectiveness of Early Educational Intervention
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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“For example, one random‐assignment study of Head Start, with children enrolled either at age three or age four, found that 13 of 22 effects on language, literacy, and math were significant, and of those that achieved significance, the average effect size was 0.18 SD (Barnett, 2011)”
From Montessori education's impact on academic and nonacademic outcomes: A systematic review (2023) · cites this paper as Barnett, 2011
In the citing paper
“A recent review of the effects of early childhood educational programs indicates that programs with strong instructional components and those evaluated with strong study designs have large and enduring effects on the educational, social, and health outcomes of participants.”
From Education improves public health and promotes health equity (2015) · cites this paper as [44]
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“Indeed, important research endeavors across diverse fields have focused on the early childhood years (Barnett, 2011; Caudillo and Torche, 2014; Duncan and Magnuson, 2011; Heckman, 2013; Ladd, 2012) since opportunities for early cognitive development go a long way in improving later educational…”
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“Despite the promising results of those model programs, some cognitive development studies indicate that there is no evidence that the sustainability of the benefits continues beyond two years (Barnett, 2011).”
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“Meanwhile, some studies have also found that although the long-run effects may be smaller than the initial ones, there may be “sleeper effects” in later life (Barnett, 2011).”
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“Barnett (2011) presents evidence that early educational intervention (programs that provide for both the educational needs of children and childcare needs of parents) can have substantial short- and long-term effects on cognition, social-emotional development, school progress, antisocial behavior,…”
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“That state’s program, Preschool for All, was signed into law in July 2006, after a bill passed in the general assembly (Barnett, 2011).”
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“, staffing qualification and level of effort, staff-participant ratio, materials, and space costs) and may be difficult to take to scale in communities.(22) Longitudinal research that has emerged more recently has demonstrated that targeting parenting alone during early childhood can impact adult IQ, school achievemen…”
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“Forschungsstudien belegen dabei die Bedeutung der Qualität der Angebote für die Entwicklung der Kinder (vgl. Anders et al. 2012; Barnett 2011; Pianta et al. 2009; Tietze et al. 2005).”
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“…early childhood carry effects through the life course for most cognitive, socio-emotional, and many behavioral outcomes, whereas ECE programs of good quality associate with strengthened measures of academic achievement, social competence, and well-being (Barnett, 2011; Shonkoff & Phillips, 2000).”
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Nores, M., & Barnett, W. S. (2016) · Springer eBooks · doi:10.1007/978-3-319-08398-8_6 · Cited by 4
Self-citationCollaboration and Entrepreneurship Education: Requirements and Perspective
Magni, F. E., & Mazzini, A. (2018) · Studies on entrepreneurship, structural change and industrial dynamics · doi:10.1007/978-3-319-90548-8_5 · Cited by 3
Dimiski, A. (2021) · Review of Economic Analysis · doi:10.15353/rea.v13i2.1948 · Cited by 3
“In particular, the results grounded in both Gini and OLS coefficients suggest that the “percentage of students who had not attend pre-primary education” has a negative impact on science test scores. Also, the regressor “attendance in preprimary education” was found to be strongly robust with a surprisingly negative ef…”
BackgroundResultInfluentialEspaces de socialisation extrafamiliale dans la petite enfance
Vandenbroeck, M. (2021) · Érès eBooks · doi:10.3917/eres.zaouc.2021.01.0033 · Cited by 3
Yi, H. S., Na, W., & Changmook, L. (2021) · Asia Pacific Journal of Education · doi:10.1080/02188791.2021.1963673 · Cited by 3
“Moreover, educational interventions or remedial programs do not have substantial effects unless designed to meet students’ needs and provided on time (Barnett, 2011; Fulk, 2003).”
BackgroundDong, N., Curenton, S. M., Buluş, M., & Ibekwe‐Okafor, N. (2022) · Journal of Education · doi:10.1177/00220574221104979 · Cited by 3
“While several studies indicate that the positive effects of ECCE were mixed (Barnett, 2011; Lipsey et al., 2013), some have found that Pre-K and child care are better at fostering long-term academic gains than Head Start (Curenton et al., 2015).”
Physical Fitness and Child Development: Interrelations in Preschool Age
Gavrilova, M., Veraksa, А., Leonov, S., & Musálek, M. (2022) · Early childhood research and education · doi:10.1007/978-3-031-05524-9_7 · Cited by 4
Ranaei, V., Kalroozi, F., Sadeghi, M., Yarmohammadi, S., Haglund, K. A., & Mehrabi, N. (2022) · BMC Nursing · doi:10.1186/s12912-022-01032-8 · Cited by 5
“Many studies have pointed out that the effects of the intervention are temporary and that fixed and longer interventions may be appropriate to improve the condition of nurses [26, 27, 51–53].”
BackgroundBayly, B. L., Krehbiel, M., Wise, E., Lodl, K. A., & Anthony, C. (2024) · International Journal of Professional Development Learners and Learning · doi:10.30935/ijpdll/14148 · Cited by 3
“The quality of educational experiences has a direct impact on children ’ s development and has been shown to predict academic, social, and emotional outcomes of children of all ages (see Barnett, 2011; Burger, 2010 for reviews).”
BackgroundWelfare state policy and educational inequality: a cross-national multicohort study
Schoenholzer, K., & Burger, K. (2024) · European Sociological Review · doi:10.1093/esr/jcae003 · Cited by 5
“ECEC has also been shown to mitigate the negative effects of unfa-vourable home learning environments, especially for children from disadvantaged social backgrounds (Heckman, 2006; Burger, 2010; Barnett, 2011; Jensen, 2011; Sylva, 2014).”
BackgroundLi, Q., Yue, J., Sun, J., Chen, S., Liu, S., Li, Z., Yuan, X. H., & Hu, T. (2024) · Science & Education · doi:10.1007/s11191-024-00509-z · Cited by 8
Tutkun, C., Akbaba, F. D., Bektaş, A., & Özgün, Ş. (2024) · Elektronik Sosyal Bilimler Dergisi · doi:10.17755/esosder.1532166 · Cited by 4
Chen, Y.-W. R., Wang, Y., & So, W. M. W. (2025) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2025.20038 · Cited by 3
Does having a preschool teacher with a bachelor's degree matter for children's development outcomes?
Gong, X. (2015) · doi:10.7916/d88914rh · Cited by 3
“107 As also mentioned in the Chapter 3, I did not control earnings in the baseline model because holding earnings constant is likely to reduce or remove the variation of teacher education, as pointed out by Barnett (2011).”
BackgroundInfluentialRobinson, L. R., Hartwig, S. A., Smith, D. C., Lee, A. H., Forbes, L. W., Perou, R., Katz, L. F., & Fitzmorris, D. (2018) · Springer eBooks · doi:10.1007/978-3-030-03110-7_8 · Cited by 3
Metadata
- Authors
- Barnett, W. S.
- Affiliations
- Rutgers, The State University of New Jersey (US)
- Corresponding author
- Barnett, W. S.
- ORCID
- Barnett, W. S.
- Venue
- Science
- Published
- 2011-08-19
- Volume
- 333
- Issue
- 6045
- Pages
- 975-978
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- 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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