Effects of a school-based, early childhood intervention on adult health and well-being: a 19-year follow-up of low-income families.
OBJECTIVE
To determine the effects of an established preventive intervention on the health and well-being of an urban cohort in young adulthood.


METHODS
Follow-up of a nonrandomized alternative-intervention matched-group cohort at age 24 years.


METHODS
Chicago, Illinois.


METHODS
A total of 1539 low-income participants who enrolled in the Child-Parent Center program in 20 sites or in an alternative kindergarten intervention.


METHODS
The Child-Parent Center program provides school-based educational enrichment and comprehensive family services from preschool to third grade.


METHODS
Educational attainment, adult arrest and incarceration, health status and behavior, and economic well-being.


RESULTS
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.


CONCLUSIONS
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.
Institute of Child Development, University of Minnesota, 51 E River Rd, Minneapolis, MN 55455, USA. ajr@umn.edu
Arthur J
AJ
Reynolds
Judy A
JA
Temple
Suh-Ruu
SR
Ou
Dylan L
DL
Robertson
Joshua P
JP
Mersky
James W
JW
Topitzes
Michael D
MD
Niles
D000293:Adolescent; D000328:Adult; D001741:Black or African American / Q000193:education / Q000523:psychology*; D002641:Chicago; D002648:Child; D003415:Crime / Q000208:ethnology / Q000331:legislation & jurisprudence; D018479:Early Intervention, Educational / Q000458:organization & administration*; D004522:Educational Status; D004651:Employment; D005192:Family Health / Q000208:ethnology*; D005260:Female; D006630:Hispanic or Latino / Q000193:education / Q000523:psychology*; D006694:Holistic Health; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008603:Mental Health; D008913:Minority Groups / Q000193:education / Q000523:psychology*; D010290:Parents / Q000193:education*; D011203:Poverty / Q000208:ethnology*; D011204:Poverty Areas; D015397:Program Evaluation; D011446:Prospective Studies; D012574:Schools / Q000458:organization & administration*; D012919:Social Behavior; D012959:Socioeconomic Factors; D014495:Universities; D014505:Urban Population