Paths of effects of preschool participation to educational attainment at age 21: A three-study analysis

Arthur J. Reynolds, Michelle M. Englund, Suh Ruu Ou, Lawrence J. Schweinhart, Frances A. Campbell

Research output: Chapter in Book/Report/Conference proceedingChapter

12 Scopus citations

Abstract

A hallmark of preschool programs is their capacity to promote lasting effects on child well-being into adulthood. Long-term beneficial effects of early childhood programs have been documented for school performance and achievement, antisocial and criminal behavior, educational attainment, economic well-being, parenting behaviors, health status and behavior, and mental health (Campbell & Ramey, 1995; Karoly, 2001; Karoly, Cannon, & Kilburn, 2005; McLaughlin, Campbell, Pungello, & Skinner, 2007; Reynolds et al., 2007; Schweinhart, Barnes, & Weikart, 1993; Temple & Reynolds, 2007). The most consistently observed and consequential long-term effects of preschool programs are for educational attainment. Measured by high school completion, years of education, or college attendance, higher educational attainment has been demonstrated in model (Campbell, Ramey, Pungello, Sparling, & Miller-Johnson, 2002; Consortium for Longitudinal Studies, 1983; Schweinhart et al., 1993, 2005) and large-scale programs (Currie & Thomas, 2000; Garces, Thomas, & Currie, 2002; Oden, Schweinhart, Weikart, Marcus, & Xie, 2000; Reynolds, Temple, Robertson, & Mann, 2001). Educational attainment is a key determinant of economic well-being and is a fundamental measure for estimating economic returns in cost-benefit analysis. Although long-term positive effects of preschool have been found for other adult outcomes such as employment and income (Schweinhart et al., 1993), crime prevention (Reynolds et al., 2001; Schweinhart et al., 1993), health status and behavior, and mental health (McLaughlin et al., 2007; Reynolds et al., 2007), they have been demonstrated less consistently.

Original languageEnglish (US)
Title of host publicationChildhood Programs and Practices in the First Decade of Life
Subtitle of host publicationA Human Capital Integration
PublisherCambridge University Press
Pages415-452
Number of pages38
ISBN (Electronic)9780511762666
ISBN (Print)9780521198462
DOIs
StatePublished - Jan 1 2010

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    Reynolds, A. J., Englund, M. M., Ou, S. R., Schweinhart, L. J., & Campbell, F. A. (2010). Paths of effects of preschool participation to educational attainment at age 21: A three-study analysis. In Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration (pp. 415-452). Cambridge University Press. https://doi.org/10.1017/CBO9780511762666.022