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Low Birth Weight, Preschool Education, and School Remediation

Judy A Temple1, Arthur J Reynolds2, Irma Arteaga3

  • 1Public Affairs and Applied Economics, University of Minnesota-Twin Cities.

Education and Urban Society
|September 27, 2016
PubMed

Insights

Low birth weight does not predict special education placement, but may lead to grade retention, especially for boys. High-quality preschool mitigates these risks, particularly for disadvantaged children.

Area of Science:

  • Child Development
  • Educational Psychology
  • Public Health

Background:

  • Low birth weight and family socioeconomic status (SES) are linked to adverse child outcomes.
  • Previous research suggests a strong relationship between low birth weight and special education needs.
  • The Chicago Longitudinal Study (CLS) tracks over 1,300 low-income, African American children.

Purpose of the Study:

  • To investigate if birth weight and family SES predict special education placement or grade retention.
  • To examine the impact of high-quality preschool programs on these outcomes.
  • To identify differential effects of interventions based on child sex and socioeconomic disadvantage.

Main Methods:

  • Longitudinal cohort study design.
  • Analysis of birth weight and family socioeconomic risk factors at birth.
  • Assessment of special education placement and grade retention in elementary school.
  • Evaluation of preschool program participation (Child-Parent Centers) at ages 3-4.

Main Results:

  • Low birth weight (< 5.5 pounds) did not predict special education placement.
  • Low birth weight was associated with increased grade retention, particularly for boys.
  • Family socioeconomic risk at birth significantly predicted the need for remedial services.
  • Preschool participation reduced the likelihood of school remediation for all children.
  • Preschool's benefits were greater for children from higher socioeconomic disadvantage.
  • Preschool's positive effects on special education placement were more pronounced in boys.

Conclusions:

  • Birth weight is not a direct predictor of special education placement, but grade retention is a significant alternative outcome for low birth weight children.
  • Family socioeconomic status is a key predictor of children's need for remedial educational services.
  • High-quality preschool programs, like those in the Child-Parent Centers, effectively mitigate the negative impacts of low birth weight and socioeconomic disadvantage on educational trajectories.
  • Interventions may need to be tailored, considering factors like child sex and socioeconomic background for maximum effectiveness.

Keywords:
grade retentionlow birth weightminority studentspreschool interventionspecial education

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