The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
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]
Citations
Cites
Preschool Program Improves Cognitive Control
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007) · Science · doi:10.1126/science.1151148 · Cited by 2,025
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Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development
Camilli, G., Vargas, S., Ryan, S., & Barnett, W. (2010) · Teachers College Record · doi:10.1177/016146811011200303 · Cited by 854
Self-citationSweet, M. A., & Appelbaum, M. I. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00750.x · Cited by 821
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Self-citationThe effect of pre-primary education on primary school performance
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“Long-term effectiveness of early educational intervention in improving not just academic achievements but also socio-emotional skills during early childhood (Barnett, 2011).”
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Lesner, T. A., Clarke, B., Kosty, D. B., Rodriguez, G., Budd, E. L., & Doabler, C. T. (2025) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2025.2499806
“However, prior research has speculated that delayed intervention effects may occur when targeted skills require more time to master or when outcomes are measured using novel tasks that require generalization or transfer of acquired knowledge (Barnett, 2011; Peng et al., 2020).”
Speerschneider, K. (2018) · Scholars Archive - University at Albany (University at Albany, State University of New York) · doi:10.54014/b4va-k62v
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Let evidence lead the way: Findings from the UK's effective provision of pre-school education study
Melhuish, E. C. (2013) · Research Online (University of Wollongong)
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Yi, K., Xiong, W., & Ou, J.-J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1629786 · Cited by 1
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İlkokul Birinci Sınıf Öğrencilerinin Okula Uyumları ile Yürütücü İşlev Becerileri Arasındaki İlişki
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“Nitelikli okul öncesi eğitim ortamlarının, planlama, problem çözme ve öz düzenleme becerilerini teşvik eden yapılandırılmış etkinlikler sunduğu; bu becerilerin de ilkokulda okula uyumun temel belirleyicileri arasında yer aldığı ifade edilmektedir (Barnett, 2011; Ursache ve diğerleri, 2012).”
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“…the fact that highly effective ECEC contributes to the prevention of educational inequalities and has long-term effects on the cognitive and socio-emotional development of children at RSE [2, 25, 34], not enough is known about the professional needs of practitioners who teach those children [30].”
Investigating Techniques to Help Early English Language Learners Prepare for Kindergarten
Stark, G. (2013) · UST Research Online (University of St. Thomas - Minnesota)
(2014) · Cited by 24
Self-citation
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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