Persistent Effects of Early Childhood Education on High-Risk Children and Their Mothers

Abstract

Child and mother outcomes are reported for the Abecedarian Project, an early childhood education, pediatric healthcare, and family support program for high-risk children and their mothers. Three randomized intervention conditions for at-risk participants were compared to a control condition. Randomized control group participants received family support social services, low-cost or free pediatric care, and child nutritional supplements but no additional educational program beyond what the parents and the local school system provided. The local community was generally affluent and well educated; disadvantaged families represented a small minority whose welfare was a high social and educational priority.

The educational intervention conditions were (a) preschool education for the first 5 years of life plus a supplementary kindergarten through 2nd grade Educational Support Program (Preschool plus K-2 Support), (b) preschool education (Preschool Only), and (c) K-2 Educational Support Program (K-2 Only). Child outcomes were assessed with respect to cognitive development, academic achievement, grade retention, and special education placements. For mothers, the effect of having educational childcare during the preschool period was examined with respect to maternal educational gains and employment. Positive and systematic cognitive and academic achievement differences were found for children in the preschool treatment conditions, particularly when that condition was combined with the K-2 Educational Support Program. High-quality, consistently available preschool education was also associated with greater maternal educational advancement and higher levels of employment particularly for teenage mothers. These findings have direct relevance for education and welfare policies.