Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement

Autor/inn/en	Chittleborough, Catherine R.; Mittinty, Murthy N.; Lawlor, Debbie A.; Lynch, John W.
Titel	Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement
Quelle	In: Child Development, 85 (2014) 6, S.2247-2262 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12309
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Sozioökonomischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Readiness for school; School ability; Schulreife; Bildungsabschluss; Bildungsgut; Schulleistung; Frühe Kindheit; Erfolg; Simulation program; Simulationsprogramm; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kompetenzentwicklung; Qualifikationsentwicklung
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%. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10