A longitudinal study of achievement trajectories: Factors associated with change.

Jimerson, Shane R.; Egeland, Byron; Teo, Adrian

doi:10.1037/0022-0663.91.1.116

Cited by 173 publications

(130 citation statements)

References 59 publications

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“…58 For more information about externalizing behaviors, see Achenbach (1978), Campbell et al (1996), and Brunnekreef et al (2007). 59 See Richman, Stevenson and Graham, 1982, Egeland et al, 1990, Jimerson, Egeland and Teo, 1999, and Jimerson et al, 2002. 60 Robins (1978 estimates that 36-41 percent of children with antisocial behaviors become highly antisocial adults.…”

Section: Exploratory Factor Analysismentioning

confidence: 99%

Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes

Heckman¹,

Pinto²,

Savelyev³

2012

203

250

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A growing literature establishes that high quality early childhood interventions targeted toward disadvantaged children have substantial impacts on later life outcomes. Little is known about the mechanisms producing these impacts. This paper uses longitudinal data on cognitive and personality traits from an experimental evaluation of the influential Perry Preschool program to analyze the channels through which the program boosted both male and female participant outcomes. Experimentally induced changes in personality traits explain a sizable portion of adult treatment effects. Keywords cognitive traits; personality traits; externalizing behavior; academic motivation; factor analysis; human capital; human development; early childhood interventions; social experiments; Perry Preschool program; experimentally estimated production functions A growing literature establishes that early childhood environments substantially impact later life outcomes (e.g., Knudsen et al., 2006 and Almond and Currie, 2011. Less is known about the channels through which early environments operate to produce their long term effects. This paper examines the sources of the success of the Perry Preschool program, a flagship early childhood intervention in the US. 1 The Perry program was a randomized trial that targeted disadvantaged, low IQ African American children ages 3-4. After two years, all participants left the program and enteredCorrespondence to: Peter Savelyev. The paper was presented at a Public Policy and Economics Seminar at the Harris School, University of Chicago, October, 2009, attended by Diane Schatzenbach. 1 The formal name of the program is the "HighScope Perry Preschool Program" (see Schweinhart et al., 2005). NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript the same public school. Data were collected for treatment and control groups through age 40. Heckman et al. (2010a) and Conti et al. (2012) show that the Perry program significantly enhanced adult outcomes including education, employment, earnings, marriage, and participation in healthy behaviors, and reduced participation in crime. 2 We summarize many of these findings in Table 1. All treatment effects displayed there are statistically significant and survive adjustments for multiple hypothesis testing. 3 Heckman et al. (2010b) show that the internal rate of return to the program for both boys and girls is a statistically significant 6-10 percent per year-above the historical return to equity. 4 Positive effects of the Perry program have become a cornerstone of the argument for preschool programs (e.g., Shonkoff and Phillips, 2000). Currently, about 30 percent of all Head Start centers nationwide offer a version of the Perry curriculum (ICPSR, 2010). 5 Previous studies of Perry focus on estimating treatment effects and do not attempt to explain their sources. 6 This paper identifies the psychological skills changed by the Perry program and decomposes the treatment effects on adult outcomes displayed in T...

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Section: Exploratory Factor Analysismentioning

confidence: 99%

Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes

Heckman¹,

Pinto²,

Savelyev³

2012

203

250

View full text Add to dashboard Cite

show abstract

“…Within transitions there are many types of change and varying degrees of impact (Bridges, 2004).Despite the psychological disruption this may cause, many new students are retained in HE and achieve academic success which attests to the importance of adaptability (Jimerson, Egeland & Teo, 1999). Demonstrating such competent functioning in difficult circumstances may indicate the presence of psychological resilience, defined as a process, capacity or outcome of successful adaptation during and following risk exposure (Luthar, 2006;Masten, Burt & Coatsworth, 2006).…”

Section: Psychological Resiliencementioning

confidence: 99%

Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees

Allan

McKenna

Dominey

2013

British Journal of Guidance & Counselling

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“…That is to say, parents' education has an effect on children's educational level (Jimerson, Egeland and Teo 1999;Kohn 1963;Luster, Rhoades and Hass 1989).…”

Section: Introductionmentioning

confidence: 99%

Family influences in academic achievement. A study of the Canary Islands

Sánchez¹,

Montesinos²,

Rodríguez³

2013

Rev. int. sociol.

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In this paper we study the family variables affecting academic achievement within a Canary Island sample. Parents' level of education, parents' expectations about academic achievement, Socioeconomic Status (SES), family size, type of family and parents' control over the student's homework are used as predicting variables in a logistic regression for predicting which variables load in high academic achievement. These variables are incorporated into two different theoretical models: the social capital view of Coleman and the cultural capital view of Bourdieu. The results indicate that the variables having a leading role are parents' expectations, parents' education, SES and family size. KeywordsAcademic Achievement; Cultural Capital; Family; Logistic Regression; Social Capital. resumenEn este artículo estudiamos los efectos de las variables relacionadas con la familia en el rendimiento acadé-mico en una muestra de estudiantes de Canarias. A través de una regresión logística evaluamos el peso de las siguientes variables en el rendimiento académico: el nivel educativo de los padres, las expectativas de los padres sobre el rendimiento académico de sus hijos, el estatus socioeconómico, el tamaño de la familia, tipo de familia y prácticas de control familiar sobre el trabajo escolar. Estas variables son incorporadas a dos modelos teóricos diferentes: el de Coleman y el de Bourdieu. Los resultados indican que las variables que tienen un papel destacado son: las expectativas, el nivel educativo, el estatus socioeconómico de los padres y el tamaño de la familia.

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A longitudinal study of achievement trajectories: Factors associated with change.

Cited by 173 publications

References 59 publications

Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes

Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes

Degrees of resilience: profiling psychological resilience and prospective academic achievement in university inductees

Family influences in academic achievement. A study of the Canary Islands

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