Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program

Janet A. Welsh, Karen L. Bierman, Robert L. Nix, Brenda N. Heinrichs

Research output: Contribution to journalArticle

Abstract

This study examined the sustained effects of the Head Start Research-based Developmentally Informed (REDI) program, which enriched preschools with evidence-based programming targeting social-emotional and language/emergent literacy skills. 44 Head Start classrooms were randomly assigned to intervention or a usual practice control group, and 356 4-year-olds (25% African American, 17% Latino, 54% female) were followed through the end of 5th grade. Growth curve analyses revealed that significant intervention effects on teacher-rated social adjustment, academic engagement, and parent involvement identified at the end of the Head Start year were sustained throughout elementary school. These findings demonstrate that evidence-based curricula combined with professional development support can enhance preschool programming and promote the elementary school adjustment of children living in poverty.

Original languageEnglish (US)
Pages (from-to)151-160
Number of pages10
JournalEarly Childhood Research Quarterly
Volume53
DOIs
StatePublished - Oct 1 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

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