Chittleborough Catherine R, Mittinty Murthy N, Lawlor Debbie A, Lynch John W
University of Adelaide.
Child Dev. 2014 Nov-Dec;85(6):2247-62. doi: 10.1111/cdev.12309. Epub 2014 Oct 18.
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%.
随机对照试验证据表明，5岁前的干预措施可以提高教育成功所需的技能；这些干预措施对社会经济不平等的影响尚不清楚。利用试验效应估计值，以及来自雅芳亲子纵向研究（n = 11764，已插补）的数据构建的边际结构模型，研究了为提高入学学术技能而进行的合理干预措施对16岁时教育成就方面社会经济不平等的模拟效应。为提高入学学术技能而采取的渐进式普遍干预措施（即对需求较大者进行更强化的干预）可使教育成就的总体水平提高5%，并将教育成就差的绝对社会经济不平等降低15%。
