ERIC Number: EJ1045798
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 80
Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement
Chittleborough, Catherine R.; Mittinty, Murthy N.; Lawlor, Debbie A.; Lynch, John W.
Child Development, v85 n6 p2247-2262 Nov-Dec 2014
Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764, imputed), simulated effects of plausible interventions to improve school entry academic skills on socioeconomic inequality in educational achievement at age 16 were examined. Progressive universal interventions (i.e., more intense intervention for those with greater need) to improve school entry academic skills could raise population levels of educational achievement by 5% and reduce absolute socioeconomic inequality in poor educational achievement by 15%.
Descriptors: Intervention, Social Justice, Socioeconomic Influences, Longitudinal Studies, School Readiness, At Risk Students, Program Effectiveness, Educational Attainment, Academic Achievement, Social Bias, Young Children, Success, Simulation, Adolescents, Academic Ability, Skill Development
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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