Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/89550
Citations
Scopus Web of Science® Altmetric
?
?
Type: Journal article
Title: Effects of simulated interventions to improve school entry academic skills on socioeconomic inequalities in educational achievement
Author: Chittleborough, C.
Mittinty, M.
Lawlor, D.
Lynch, J.
Citation: Child development, 2014; 85(6):2247-2262
Publisher: Wiley
Issue Date: 2014
ISSN: 1467-8624
1467-8624
Statement of
Responsibility: 
Catherine R. Chittleborough, Murthy N. Mittinty, Debbie A. Lawlor, and John W. Lynch
Abstract: 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%.
Keywords: Humans; Cohort Studies; Child Development; Models, Educational; Socioeconomic Factors; Schools; Adolescent; Child; Child, Preschool; Infant; Infant, Newborn; Educational Status; Early Intervention (Education); England; Female; Male
Rights: © 2014 The Authors. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
RMID: 0030010753
DOI: 10.1111/cdev.12309
Appears in Collections:Public Health publications

Files in This Item:
File Description SizeFormat 
hdl_89550.pdfPublished version153.84 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.