This article assesses the consequences of poverty between a child's prenatal year and 5th birthday for several adult achievement, health, and behavior outcomes, measured as late as age 37. Using data from the Panel Study of Income Dynamics (1,589) and controlling for economic conditions in middle childhood and adolescence, as well as demographic conditions at the time of the birth, findings indicate statistically significant and, in some cases, quantitatively large detrimental effects of early poverty on a number of attainment-related outcomes (adult earnings and work hours). Early-childhood poverty was not associated with such behavioral measures as out-of-wedlock childbearing and arrests. Most of the adult earnings effects appear to operate through early poverty's association with adult work hours.

Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE’s utility for reducing education-related expenditures and promoting child well-being.

Using data from the Fragile Families and Child Wellbeing Study, we examined patterns of nonresident father involvement 1 and 3 years after a nonmarital birth (N = 893). Cluster analyses were used to determine patterns of involvement across different father behaviors. About half of fathers displayed low involvement when children were 1 and 3 years old, one fourth of fathers maintained high involvement, and equal remaining proportions increased or decreased involvement over time. Multinomial logistic analyses indicated that better relationships between parents were associated with consistently high versus low involvement. Better relationships with each others’ extended family also predicted remaining highly involved and increasing involvement over time. Parents’ romantic relationship status was closely associated with patterns of involvement.

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