Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/89550
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Type: Journal article
Title: Effects of simulated interventions to improve school entry academic skills on socioeconomic inequalities in educational achievement
Author: Chittleborough, C.
Mittinty, M.
Lawlor, D.
Lynch, J.
Citation: Child Development, 2014; 85(6):2247-2262
Publisher: Wiley
Issue Date: 2014
ISSN: 1467-8624
1467-8624
Statement of
Responsibility: 
Catherine R. Chittleborough, Murthy N. Mittinty, Debbie A. Lawlor, and John W. Lynch
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%.
Keywords: Humans
Cohort Studies
Child Development
Models, Educational
Socioeconomic Factors
Schools
Adolescent
Child
Child, Preschool
Infant
Infant, Newborn
Educational Status
England
Female
Male
Early Intervention, Educational
Rights: © 2014 The Authors. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
DOI: 10.1111/cdev.12309
Appears in Collections:Aurora harvest 7
Public Health publications

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