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Early Childhood Education to Promote Health Equity: A Community Guide Systematic Review.

Robert A Hahn¹, W Steven Barnett, John A Knopf

¹Community Guide Branch, Division of Public Health Information Dissemination, Center for Surveillance, Epidemiology, and Laboratory Services (Drs Hahn and Knopf), Centers for Disease Control and Prevention (CDC), Atlanta, Georgia; National Institute for Early Education Research, Rutgers University, New Brunswick, New Jersey (Dr Barnett); Office of the Associate Director for Science (Dr Truman) and Division of Adolescent & School Health (Dr Hunt), National Center for HIV/AIDS, Viral Hepatitis, STD & TB Prevention, CDC, Atlanta, Georgia; UMDNJ-New Jersey Medical School, Newark (Dr Johnson); UCLA Fielding School of Public Health, Los Angeles, California (Dr Fielding); University of Toronto, Toronto, Ontario, Canada (Dr Muntaner); Morehouse School of Medicine, Atlanta, Georgia (Dr Jones); and Departments of Public Health and Psychiatry, Columbia University, New York (Dr Fullilove).

Journal of Public Health Management and Practice : JPHMP

|December 18, 2015

Summary

Center-based early childhood education benefits children from low-income and minority families. These programs improve academic outcomes, reduce grade retention, and enhance social-emotional development, promoting health equity.

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Area of Science:

Child Development
Public Health
Educational Psychology

Background:

Children in low-income and minority families often face developmental delays by age 3.
Early childhood education programs may mitigate these disparities.

Purpose of the Study:

To review the effects of center-based early childhood education.
To assess the impact on academic, social-emotional, and long-term outcomes.

Main Methods:

A meta-analysis by Kay and Pennucci served as the basis for this review.
The analysis synthesized findings based on Community Guide criteria.

Main Results:

Positive effects observed in standardized test scores (0.29 SD), high school graduation (0.20 SD), and reduced grade retention (0.23 SD).
Significant decreases in special education assignment (0.28 SD), crime (0.23 SD), and teen births (0.46 SD).
Improvements in emotional self-regulation (0.21 SD) and emotional development (0.04 SD) were noted, with long-lasting effects.

Conclusions:

Early childhood education programs can positively impact child development and long-term life outcomes.
Programs targeting high-risk students and communities are likely to advance health equity.