title: Effects of simulated interventions to improve school entry academic skills on socioeconomic inequalities in educational achievement.
abstract: 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%.
authors.affiliation: University of Adelaide.
authors.forename: Catherine R
authors.initials: CR
authors.lastname: Chittleborough
authors.forename: Murthy N
authors.initials: MN
authors.lastname: Mittinty
authors.forename: Debbie A
authors.initials: DA
authors.lastname: Lawlor
authors.forename: John W
authors.initials: JW
authors.lastname: Lynch
mesh_terms: D000293:Adolescent; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D015331:Cohort Studies; D018479:Early Intervention, Educational / Q000706:statistics & numerical data*; D004522:Educational Status; D004739:England / Q000453:epidemiology; D005260:Female; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D008297:Male; D017145:Models, Educational; D012574:Schools; D012959:Socioeconomic Factors