Reynolds Arthur J, Temple Judy A, Ou Suh-Ruu, Robertson Dylan L, Mersky Joshua P, Topitzes James W, Niles Michael D
Institute of Child Development, University of Minnesota, 51 E River Rd, Minneapolis, MN 55455, USA.
Arch Pediatr Adolesc Med. 2007 Aug;161(8):730-9. doi: 10.1001/archpedi.161.8.730.
To determine the effects of an established preventive intervention on the health and well-being of an urban cohort in young adulthood.
Follow-up of a nonrandomized alternative-intervention matched-group cohort at age 24 years.
Chicago, Illinois.
A total of 1539 low-income participants who enrolled in the Child-Parent Center program in 20 sites or in an alternative kindergarten intervention.
The Child-Parent Center program provides school-based educational enrichment and comprehensive family services from preschool to third grade.
Educational attainment, adult arrest and incarceration, health status and behavior, and economic well-being.
Relative to the comparison group and adjusted for many covariates, Child-Parent Center preschool participants had higher rates of school completion (63.7% vs 71.4%, respectively; P = .01) and attendance in 4-year colleges as well as more years of education. They were more likely to have health insurance coverage (61.5% vs 70.2%, respectively; P = .005). Preschool graduates relative to the comparison group also had lower rates of felony arrests (16.5% vs 21.1%, respectively; P = .02), convictions, incarceration (20.6% vs 25.6%, respectively; P = .03), depressive symptoms (12.8% vs 17.4%, respectively; P=.06), and out-of-home placement. Participation in both preschool and school-age intervention relative to the comparison group was associated with higher rates of full-time employment (42.7% vs 36.4%, respectively; P = .04), higher levels of educational attainment, lower rates of arrests for violent offenses, and lower rates of disability.
Participation in a school-based intervention beginning in preschool was associated with a wide range of positive outcomes. Findings provide evidence that established early education programs can have enduring effects on general well-being into adulthood.
确定一项既定的预防性干预措施对年轻成年期城市队列人群健康和幸福的影响。
对一个非随机替代干预匹配组队列在24岁时进行随访。
伊利诺伊州芝加哥。
共有1539名低收入参与者，他们在20个地点参加了儿童-家长中心项目或替代幼儿园干预项目。
儿童-家长中心项目提供从学前班到三年级的校内教育强化和综合家庭服务。
教育程度、成年后被捕和监禁情况、健康状况和行为以及经济状况。
与对照组相比，并在对许多协变量进行调整后，儿童-家长中心学前班参与者的学校毕业率更高（分别为63.7%和71.4%；P = 0.01），进入四年制大学就读的比例更高，接受教育的年限也更长。他们更有可能拥有医疗保险（分别为61.5%和70.2%；P = 0.005）。与对照组相比，学前班毕业生的重罪逮捕率也更低（分别为16.5%和21.1%；P = 0.02）、定罪率、监禁率（分别为20.6%和25.6%；P = 0.03）、抑郁症状（分别为12.8%和17.4%；P = 0.06）以及家庭外安置率。与对照组相比，同时参与学前班和学龄期干预与更高的全职就业率（分别为42.7%和36.4%；P = 0.04）、更高的教育程度、更低的暴力犯罪逮捕率和更低的残疾率相关。
从学前班开始参与基于学校的干预与一系列积极结果相关。研究结果提供了证据，表明既定的早期教育项目可以对成年后的总体幸福感产生持久影响。
