How a Preschool Intervention Affected High School Outcomes: Longitudinal Pathways in a Randomized-Controlled Trial

Area of Science:

• Child Development
• Educational Psychology
• Intervention Science

Background:

• Preschool interventions aim to improve long-term outcomes.
• The Head Start Research-based, Developmentally Informed (REDI) intervention targets early childhood development.
• Longitudinal impacts of REDI on high school outcomes require further investigation.

Purpose of the Study:

• To examine the impact of the REDI preschool intervention on high school outcomes.
• To explore longitudinal mediation pathways from REDI to high school results.
• To assess REDI's effects on academic achievement and social-emotional development.

Main Methods:

• Randomized controlled trial with 356 children in Head Start classrooms.
• Intervention group received REDI; control group received usual practice.
• Longitudinal data collection through high school, including teacher, parent, and youth ratings.

Main Results:

• REDI intervention showed significant positive effects on high school emotional symptoms (d=0.41) and behavior problems (d=0.27).
• Behavioral improvements were mediated by enhanced social-emotional learning, social adjustment, and parent involvement.
• No direct impact on GPA or on-time graduation, but indirect promotion through early intervention effects.

Conclusions:

• The REDI intervention has lasting positive effects on adolescent emotional and behavioral adjustment.
• Early gains in social-emotional learning and parent engagement are key mediators of long-term benefits.
• Targeted preschool interventions can influence developmental trajectories beyond academic measures.