Head Start REDI Classroom and Home Visiting Programs: Long-Term Follow-up

项目摘要/摘要 为低收入家庭提供公共资助的幼儿教育方案的一个主要目标是 解决潜在的社会差距，以改善儿童的长期教育水平和健康状况 结果。欧洲经委会方案的参与率和对这些方案的公共投资都有所增长 在过去的30年里，戏剧性地改变了理解潜在长期计划的背景 福利。鉴于现有的长期研究(佩里学前班，初级教师)比较了幼儿教育的益处 相对于家庭护理，当今欧洲经委会方案面临的关键问题是，在改善家庭护理的质量方面 当代欧洲经委会的方案拟订可以带来长期的增量效益。为了优化投资回报， 需要进行投资，进行长期研究，评估欧洲经委会方案改进的成本和效益。这个 拟议的研究将审查长期结果，并确定受影响的公共服务和财务成本 通过两项REDI干预措施，加强了Head Start课堂和家访方案 并估计其可能的投资回报。我们建议访问和管理数据 为正在进行的两项纵向研究的参与者收集资料，REDI-CLUSTORY(REDI-C)试验 (n=356，保留=80%)和REDI-Parent(REDI-P)试验(n=200，保留=86%) 详细测量儿童从学龄前到儿童的社会情绪和学习适应能力 青春期。它有三个目标：1)评估REDI方案的长期影响并进行后续行动 评估延伸至成年期早期(23岁)，适用于课堂计划的参与者 家长计划参与者的高中毕业(19岁)；2)获得新的服务和 来自教育、刑事司法、医疗保健和社会服务记录的行政数据，以估计 与方案效果相关的成本，并决定REDI-C和REDI-P的长期投资回报 计划；以及3)探索初始REDI-C和REDI-P对社会情绪/的影响之间的联系 自我调节技能和后来的长期利益，并探索通过以下方式可能缓和干预效果 参与者所经历的学校环境的质量，以便阐明可能的行动机制 并为未来的欧洲经委会干预设计提供信息。

PROJECT SUMMARY/ABSTRACT A major goal of publicly funded early childhood education (ECE) programs for low-income families is to address underlying social disparities in order to improve children's long-term educational attainment and health outcomes. Rates of participation in ECE programs and public investment in these programs have grown dramatically over the last 30 years, changing the context for understanding the potential long-term program benefits. Whereas existing long-term studies (Perry Preschool, Abecedarian) compared the benefits of ECE versus home care, the critical question facing ECE programs today is whether improvements in the quality of contemporary ECE programming can have incremental long-term benefits. In order to optimize return on investment, long-term studies evaluating costs and benefits of ECE program enhancements are needed. The proposed study will examine the long-term outcomes and identify the public service and financial costs affected by the two REDI interventions, enhancements to the Head Start classroom and home visit programming respectively, and estimate their likely return on investment. We propose interviews with and administrative data collection for participants in each of two ongoing longitudinal studies, the REDI-Classroom (REDI-C) trial (n=356, retention=80%) and the REDI-Parent (REDI-P) trial (n=200, retention=86%), that have followed children with detailed measurement of adaptive social-emotional and academic functioning from preschool into adolescence. There are three aims: 1) Assess the long-term impact of REDI programs with follow-up assessments that extend to early adulthood (age 23) for participants in the classroom program and through high school completion (age 19) for participants in the parent program; 2) Collect new services and administrative data from education, criminal justice, healthcare, and social service records to estimate the costs linked to program effects and determine the long-term return on investment for the REDI-C and REDI-P programs; and 3) explore the associations between initial REDI-C and REDI-P impacts on social-emotional/ self-regulation skills and later, long-term benefits, and explore possible moderation of intervention effects by the quality of the school contexts experienced by participants in order to illuminate likely mechanisms of action and inform future ECE intervention design.