Longitudinal Studies

Methodology

Population

Intensity of Treatment

Peer Reviewed

Magnuson, Katherine A., Christopher Ruhm, & Jane Waldfogel (2007)

Does prekindergarten improve school preparation and performance?

Economics of Education Review 26(1), 33-51.

longitudinal study

10,224 children entering kindergarten; data from the Early Childhood Longitudinal Study

varies by program

peer reviewed

Barnett, W.S., & Leonard N. Masse (2007)

 Comparative benefit-cost analysis of the Abecedarian program and its policy implications, Economics of Education Review 26(1), 113-125.

longitudinal study of Abecedarian Program through age 21

112 low income children randomly assigned to treatment and control groups

full-day, year-round care

peer reviewed

Temple, Judy A., & Arthur J. Reynolds (2007)

 Benefits and costs of investments in preschool education: Evidence for the Child-Parent Centers and related programs,

Economics of Education Review, 26(1), 126-144.

longitudinal data from Chicago Child-Parent Centers, Perry Preschool, and Abecedarian Program

data from the Chicago Longitudinal Study.  Population varies by program

varies by program

peer reviewed

Ludwig, Jens & Deborah Phillips (2007)

The Benefits and Costs of Head Start,

Social Policy Report XXI(3)

Uses findings from other published studies to project the long-term benefits of Head Start. Estimates the "intent to treat" effect rather than the effect of "treatment on the treated"

Head Start programs from across the country

varies by Head Start program

Belfield, Clive R., Milagros Nores, Steve Barnett,

& Lawrence Schweinhart (2006)

The High/Scope Perry Preschool Program:

Cost-Benefit Analysis Using Data from the

Age-40 Follow-up,

The Journal of Human Resources, 41(1), 162-190.

longitudinal study through age 40

123 low income children; 58 children randomly assigned to the treatment group and 65 assigned to the control group; all children were low income and at risk for school failure

2.5 hours a day, five days per week; weekly 90 minute home visits

peer reviewed

Mann, Emily A., & Arthur J. Reynolds (2006)

Early Intervention and Juvenile Delinquency Prevention: Evidence from the Chicago

Longitudinal Study,

Social Work Research, 30(3), 153-167.

longitudinal study

1,406 youths from the Chicago Longitudinal Study, 93% African American

half-day and full-day preschool programs; parental participation; medical and nutritional services

peer reviewed

Westat, The Urban Institute, Chesapeake Research Associates, Decision Information Resources, Inc., & American Institutes for Research (June 2005)

Head Start Impact Study First Year Findings,

1-333. Prepared for U.S. Department of Health and

Human Services.

longitudinal study from 2002-2006; impacts after one year of program participation

4,667 newly entering 3- and 4-year-old children randomly assigned to nationally representative Head Start Programs; control group: children in other preschool or child care settings

varies by Head Start program

government report

Hill, Jennifer L., Jeanne Brooks-Gunn, & Jane Waldfogel (2003)

Sustained Effects of High Participation in an Early Intervention for Low-Birth-Weight Premature Infants,

Developmental Psychology, 39(4), 730-744.

longitudinal study of the Infant Health and Development Program

1,082 premature, low birth weight infants

various treatment levels

peer reviewed

NICHD Early Child Care Research Network and Greg J. Duncan (2003)

Modeling the Impacts of Child Care Quality on Children's Preschool Cognitive Development,

Child Development, 74(5), 1454-1475.

(Longitudinal Study up to age 54 months) Uses several regression models to test whether child care type and quality relate to cognitive and academic skills.

healthy births to non-teen parents at selected hospitals.  1,327 families in final sample.

varies across Head Start settings

peer reviewed

Reynolds, Arthur J., Judy A. Temple, Dylan L. Robertson, & Emily A. Mann (2002)

Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers,

Educational Evaluation and Policy Analysis,

24(4), 267-303.

Chicago Longitudinal Study through age 21

1,539 children from low-income families in original sample, 93% African-American, 7% Hispanic

preschool: 3 hours per day, 5 days per week, 9 months per year plus 6 week summer program; includes parent and health services

peer reviewed

Peisner-Feinberg, Ellen S., Margaret S. Burchinal, Richard M. Clifford, Mary L. Culkin, Carollee Howes, Sharon Lynn Kagan, & Noreen Yazejian (2001)

The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade,

Child Development, 72(5), 1534-1553.

longitudinal study over 5 years

733 children from varied economic backgrounds

varies by quality level

peer reviewed

Campbell, Frances A., & Craig T. Ramey (1995)

 Cognitive and School Outcomes for High-Risk African-American Students at Middle Adolescence: Positive Effects of Early Intervention,

American Educational Research Journal,

32(4), 743-772.

longitudinal study of Abecedarian Program through age 15

93 low-income children, 98% African-American

full-day, year round program; medical and nutritional services provided, but no family component

peer reviewed

Brooks-Gunn, Jean, Marie C. McCormick, Sam Shapiro, April Ann Benasich, & George W. Black, (1994)

The Effects of Early Education Intervention on Maternal Employment, Public Assistance, and Health Insurance: The Infant Health

Development Program,

American Journal of Public Health, 84(6), 924-931.

longitudinal study.  Data collected at 8 pediatric clinic visits

366 low birth weight children in intervention group and 595 low birth weight children in
follow-up only group

pediatric and early intervention services to age 3

peer reviewed