Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes

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

This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; Mage = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (N = 192) or "usual practice" (N = 164). REDI effects emerged on high school emotional symptoms (teacher ratings, d = 0.41) and behavior problems (composite of teacher, parent, youth ratings, d = 0.27) with the latter benefits mediated by earlier intervention boosts to social-emotional learning, social adjustment, and parent involvement. REDI had no direct impact on GPA or on-time graduation but promoted these outcomes indirectly mediated by earlier intervention effects.

Long-term impacts of growth and development monitoring: Evidence from routine health examinations in early childhood

This paper examines the long-term impacts of growth and development monitoring in early childhood. For this purpose, we evaluate a public health program, the Systematic Management of Children (SMC), which offers growth and development monitoring through routine health checkups for all young children (0-6 years) in China. Using data on the program's county-by-county rollout, we find that full exposure to the SMC from birth increases adult income by 5%. We further provide evidence that the introduction to the SMC leads to improved physical and mental health, better educational outcomes, increased cognitive skills, and sustained use of routine health checkups among adolescents.

Disparity in school children's reading skills in 11 African countries

To promote SDG Goal 4 and "education for all", this study investigates children's basic reading skills in 11 low-income and lower-middle-income African countries, using standardized reading tests from the Multiple Indicator Cluster Surveys (MICS). Research specifically examining children's reading skills and disparities across socioeconomic groups in African contexts remains scarce. This study addresses a critical knowledge gap by providing comparative evidence on reading skills disparities across diverse social backgrounds, including children with disabilities. Our study provides new evidence on the "Learning Crisis in the Global South", revealing alarmingly low levels of reading skills but with considerable variation across the 11 African countries studied. Substantial reading skills differences exist between children with disabilities or from disadvantaged backgrounds-those living in rural areas, and from poorer, less educated families-and their non-disabled and non-disadvantaged peers. Notably, these disparities are often more pronounced in countries with higher overall reading proficiency. Moreover, there are persistent gaps between children with and without disabilities across the countries and socioeconomic groups in this study. Encouragingly, strengthening education systems is a promising way of improving the reading skills of children with disabilities. These findings underscore the diverse challenges faced by children from different backgrounds in varying contexts.

Estimating a Theoretically Consistent Human Capital Production Function With an Application to Head Start

This article describes a conceptual and empirical approach for estimating a human capital production function of child development that incorporates mother- or child-fixed effects. The use of mother- or child-fixed effects is common in this applied economics literature, but its application is often inconsistent with human capital theory. We outline the problem and demonstrate its empirical importance with an analysis of the effect of Head Start and preschool on child and adult outcomes. The empirical specification we develop has broad implications for a variety of applied microeconomic analyses beyond our specific application. Results of our analysis indicate that attending Head Start or preschool had no economically or statistically significant effect on child or adult outcomes.

Generation Victoria (GenV): protocol for a longitudinal birth cohort of Victorian children and their parents

BACKGROUND

In a world confronted with new and connected challenges, novel strategies are needed to help children and adults achieve their full potential, to predict, prevent and treat disease, and to achieve equity in services and outcomes. Australia's Generation Victoria (GenV) cohorts are designed for multi-pronged discovery (what could improve outcomes?) and intervention research (what actually works, how much and for whom?). Here, we describe the key features of its protocol.

METHODS

GenV is a whole-population longitudinal platform open to all ≈150,000 children born within a two-year window and residing in the state of Victoria and their parents. GenV is guided by its 6 principles of Inclusivity, Collaboration, Sustainability, Enhancement, Systematised Processes and Value and enabled by large-scale biobanking, IT and novel high-throughput technology infrastructure. Successive recruitment phases were designed to maximise GenV's inclusivity: (1) a smaller Advance Cohort from December 2020; (2) Newborn recruitment, with presence in 58 Victorian maternity services supporting face-to-face approach to parents of babies born 4 October 2021-3 October 2023; (3) Intensive remote recruitment to mid-2024 targeting those missed around birth; and (4) Ongoing indefinite enrolment of in-age children and their parents. Participants consent to universal (1) data linkage (e.g., state and federal physical and mental health, education, social, geospatial, ecological); (2) biosamples storage and use (e.g., residual clinical pregnancy and newborn screening, GenV-collected perinatal parent/infant saliva); (3) phenotypic and biosamples collection waves at child ages 6, 11 and 16 years, likely in schools and remotely for parents; and (4) opportunities for collaborative research integrated into GenV as a population registry (e.g., trials, natural experiments, depth subcohorts). Many participants supplement universal data with additional biosamples (e.g., infant stool, breast milk) and brief digital remote 'GenV and Me' assessments over the first 5 years. GenV will make all research data available, adhering to the principles of Open Science.

DISCUSSION

Launched in the COVID-19 pandemic and committed to diversity and inclusivity, GenV's parallel consented child and pre-midlife cohorts will be positioned to help address today's pressing issues such as chronic mental and physical health conditions, inequity, public health crises such as pandemics, and climate harm.

TRIAL REGISTRATION

ClinicalTrials.gov: NCT05394363; retrospectively registered 23 May 2022 (8 months into recruitment).

Home visit-based baby tailored support program for infants

PURPOSE

According to the annual developmental screening tests in South Korea, an increasing number of infants require further evaluation for the early assessment and treatment of developmental disabilities. We developed the Home Visit-Based Baby Tailored Support Program (H-BTS) and explored its potential effectiveness on infants' cognitive, language, and motor development, as well as their mothers' knowledge of infant development, parenting anxiety, and parenting efficacy.

METHODS

We employed a non-equivalent control group pretest-posttest design with 49 infants and mothers in Seoul, Korea. The experimental group (n = 25) received 24H-BTS sessions at home, biweekly for three months, with a daily care diary for mothers. The control group (n = 24) underwent developmental assessments only. Both the groups underwent pre- and post-tests.

RESULTS

We found significant differences in the motor and cognitive development indices between the experimental and control groups, but not in the language development index. The experimental group demonstrated significant improvements in mothers' knowledge of infants' development and parenting efficacy scores.

CONCLUSION

Our results can serve as foundational data in community care, expanding infant care beyond disease nursing to include screening and preventive approaches, thereby supporting psychological development and enhancement of maternal confidence in caregiving.

PRACTICE APPLICATIONS

This study provides an opportunity to nurses to deliver care for infant development outside the hospital and within the community. Therefore, nurses can educate primary caregivers on effective developmental play methods, thereby fostering stronger relationships and enhancing maternal confidence in caregiving.

The influence of early childhood education and care on the relation between early-life social adversity and children's mental health in the environmental influences for Child Health Outcomes Program

Early adversity increases risk for child mental health difficulties. Stressors in the home environment (e.g., parental mental illness, household socioeconomic challenges) may be particularly impactful. Attending out-of-home childcare may buffer or magnify negative effects of such exposures. Using a longitudinal observational design, we leveraged data from the NIH Environmental influences on Child Health Outcomes Program to test whether number of hours in childcare, defined as 1) any type of nonparental care and 2) center-based care specifically, was associated with child mental health, including via buffering or magnifying associations between early exposure to psychosocial and socioeconomic risks (age 0-3 years) and later internalizing and externalizing symptoms (age 3-5.5 years), in a diverse sample of N = 2,024 parent-child dyads. In linear regression models, childcare participation was not associated with mental health outcomes, nor did we observe an impact of childcare attendance on associations between risk exposures and symptoms. Psychosocial and socioeconomic risks had interactive effects on internalizing and externalizing symptoms. Overall, the findings did not indicate that childcare attendance positively or negatively influenced child mental health and suggested that psychosocial and socioeconomic adversity may need to be considered as separate exposures to understand child mental health risk in early life.

Research on the impact of enterprise mergers and acquisitions on technological innovation: An empirical analysis based on listed Chinese enterprises

As an important means for enterprises to acquire technological resources, the impact of mergers and acquisitions on technological innovation and underlying mechanisms deserve in-depth study. Using the merger and acquisition data of A-share listed Chinese companies from 2007 to 2020 in Shanghai and Shenzhen, the causal effects and influence mechanisms between mergers and acquisitions and technological innovation are identified and tested using the Difference-in-Differences method. The study finds that mergers and acquisitions have a long-term, sustained, technological innovation-enhancing effect on firms. Mechanism tests show that mergers and acquisitions can promote the technological innovation of enterprises by improving production efficiency, enriching digital knowledge, and enhancing market power. A heterogeneity analysis shows that the effect of mergers and acquisitions in enhancing technological innovation is more significant when the mergers and acquisitions meet domestic merger and acquisition requirements, when there is a small transaction size, and when the enterprises involved in the mergers and acquisitions are not state-owned. It is suggested that enterprises and the government should use multiple measures, while considering the impact of heterogeneity, to take full advantage of the positive effects of mergers and acquisitions on technological innovation.

The cost of not investing in the next 1000 days: implications for policy and practice

Building on the evidence from the first paper in this Series highlighting the fundamental importance of healthy and nurturing environments for children's growth and development in the next 1000 days (ages 2-5 years), this paper summarises the benefits and costs of key strategies to support children's development in this age range. The next 1000 days build on the family-based and health-sector based interventions provided in the first 1000 days and require broader multisectoral programming. Interventions that have been shown to be particularly effective in this age range are the provision of early childhood care and education (ECCE), parenting interventions, and cash transfers. We show that a minimum package of 1 year of ECCE for all children would cost on average less than 0·15% of low-income and middle-income countries' current gross domestic product. The societal cost of not implementing this package at a national and global level (ie, the cost of inaction) is large, with an estimated forgone benefit of 8-19 times the cost of investing in ECCE. We discuss implications of the overall evidence presented in this Series for policy and practice, highlighting the potential of ECCE programming in the next 1000 days as an intervention itself, as well as a platform to deliver developmental screening, growth monitoring, and additional locally required interventions. Providing nurturing care during this period is crucial for maintaining and further boosting children's progress in the first 1000 days, and to allow children to reach optimal developmental trajectories from a socioecological life-course perspective.

Home-ics: how experiences of the home impact biology and child neurodevelopmental outcomes

Studies on the -omics of child neurodevelopmental outcomes, e.g. genome, epigenome, microbiome, metabolome, and brain connectome aim to enable data-driven precision health to improve these outcomes, or deliver the right intervention, to the right child, at the right time. However, evidence suggests that neurodevelopmental outcomes are shaped by modifiable socioenvironmental factors. Everyday exposures including family and neighbourhood-level socioeconomic status, housing conditions, and interactions with those living in the home, are strongly associated with child health and have been suggested to alter -omics. Our aim was to review and understand the biological pathways by which home factors contribute to child neurodevelopment outcomes. We review studies suggestive of the home factors contributing to neurodevelopmental outcomes that encompass the hypothalamic-pituitary-adrenal axis, the brain, the gut-brain-axis, and the immune system. We thus conceptualize home-ics as the study of how the multi-faceted living environment can impact neurodevelopmental outcomes through biology and highlight the importance of targeting the modifiable aspects of a child's home to optimize outcomes. We encourage clinicians and health care providers to routinely assess home factors in patient encounters, and counsel families on modifiable aspects of the home. We conclude by discussing clinical and policy implications and future research directions of home-ics. IMPACT: Home-ics can be conceptualized as the study of how home factors may shape child neurodevelopmental outcomes through altering biology. Targeting modifiable aspects of a child's home environment (e.g. parenting style, early intervention, enriched environment) may lead to improved neurodevelopmental outcomes. Clinicians should routinely assess home factors and counsel families on modifiable aspects of the home.

Preventive, rescue and reparative neuroprotective strategies for the fetus and neonate

Neonatal encephalopathy remains a major contributor to death and disability around the world. Acute hypoxia-ischaemia before, during or after birth creates a series of events that can lead to neonatal brain injury. Understanding the evolution of injury underpinned the development of therapeutic hypothermia. This review discusses the determinants of injury, including maturity, the pattern of exposure to HI, impaired placental function, often associated with fetal growth restriction and in the long-term, socio-economic deprivation. Chorioamnionitis has been associated with the presence of NE, but it is important to note that experimentally, inflammation can either sensitize to greater neural injury after HI or alleviate injury, depending on its precise timing. As fetal surveillance tools improve it is likely that improved detection of specific pathways will offer future opportunities for preventive and reparative interventions in utero and after birth.

Delay of gratification and adult outcomes: The Marshmallow Test does not reliably predict adult functioning

This study extends the analytic approach conducted by Watts et al. (2018) to examine the long-term predictive validity of delay of gratification. Participants (n = 702; 83% White, 46% male) completed the Marshmallow Test at 54 months (1995-1996) and survey measures at age 26 (2017-2018). Using a preregistered analysis, Marshmallow Test performance was not strongly predictive of adult achievement, health, or behavior. Although modest bivariate associations were detected with educational attainment (r = .17) and body mass index (r = -.17), almost all regression-adjusted coefficients were nonsignificant. No clear pattern of moderation was detected between delay of gratification and either socioeconomic status or sex. Results indicate that Marshmallow Test performance does not reliably predict adult outcomes. The predictive and construct validity of the ability to delay of gratification are discussed.

Poor maternal mental health is associated with a low degree of proactive control in refugee children

This study assesses the development of proactive control strategies in 100 Syrian refugee families (394 individuals) with 6- to 18-year-old children currently living in Turkish communities. The results demonstrate that children's age and their mothers' post-traumatic stress symptoms were associated with the degree of proactive control in their children, with worse mental health being associated with a larger reliance on reactive control and lesser reliance on proactive, future-oriented, control (measured via d' in the AX-CPT task). None of the following factors contributed to children's performance: fathers' experience with post-traumatic stress, parents' exposure to potentially traumatic war-related events, perceived discrimination, a decline in socio-economic status, religious beliefs, parents' proactive control strategies, or the education or gender of the children themselves. The association between mothers' mental health and proactive control strategies in children was large (in terms of effect size), suggesting that supporting mothers' mental health might have clear effects on the development of their children.

Fadeout and persistence of intervention impacts on social-emotional and cognitive skills in children and adolescents: A meta-analytic review of randomized controlled trials

Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether intervention impacts on social-emotional skills demonstrated greater persistence than impacts on cognitive skills. We drew studies from eight preexisting meta-analyses, generating a sample of 86 educational randomized controlled trials targeting children from infancy through adolescence, together involving 56,662 participants and 450 outcomes measured at posttest and at least one follow-up. Relying on a metaregression approach for modeling persistence rates, we tested the extent to which posttest impact magnitudes predicted follow-up impact magnitudes. We found that posttest impacts were equally predictive of follow-up impacts for cognitive and social-emotional skills at 6- to 12-month follow-up, indicating similar conditional persistence rates across skill types. At 1- to 2-year follow-up, rates were lower, and, if anything, cognitive skills showed greater conditional persistence than social-emotional skills. A small positive follow-up effect was observed, on average, beyond what was directly predicted by the posttest impact, indicating that interventions may have long-term effects that are not fully mediated by posttest effects. This pattern of results implied that smaller posttest impacts produced more persistent effects than larger posttest impacts, and social-emotional skill impacts were smaller, on average, than cognitive skill impacts. Considered as a whole, intervention impacts on both social-emotional and cognitive skills demonstrated fadeout, especially for interventions that produced larger initial effects. Implications for theory and future directions are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Government-enterprise green collaborative governance and urban carbon emission reduction: Empirical evidence from green PPP programs

The reliance solely on the government or enterprises to promote climate governance is contingent upon the vested interests of economic entities and the regulatory bodies' efficiency in governance. Can the model of government-enterprise green collaborative governance evolve into a long-term mechanism for addressing the climate crisis and achieving the goals of sustainable development? By crawling data on public-private partnerships (PPP), employing ChatGPT to identify green PPP projects, and building a generalized difference-in-differences framework based on the Guidance on Building a Green Financial System issued in 2016, this present study investigates whether the involvement of private capital in government-led environmental and climate governance can effectively facilitate government-enterprise green collaborative governance, thereby mitigating urban carbon emissions. The study finds government-enterprise green collaborative governance can significantly reduce urban carbon emissions. The conclusion remains valid even after several rounds of robustness tests, including removing the influence of pertinent climate policies, adjusting the settings of independent and dependent variables, and removing self-selection issues. Heterogeneity tests show, on the first hand, the carbon emission reduction effect of government-enterprise green collaborative governance differs due to the differences in the characteristics of green PPP(Pubic-private partnership) projects such as project return mechanism, project investment volume, and project cooperation term; on the other hand, the carbon emission reduction effect also shows heterogeneity with various urban characteristics such as geographical location, city type and city size. Mechanism tests indicate government-enterprise green collaborative governance affects urban carbon emissions mainly through structural effects, technological effects and co-investment effects. This paper offers a valuable framework for effectively promoting environmental and climate co-governance between governmental bodies and enterprises, while enhancing the market's role in resource benefit allocation within climate governance to mitigate the risks associated with climate change.

Can Early Intervention have a Sustained Effect on Human Capital?

Many early intervention studies experience a dissolution of treatment effects in the aftermath of the intervention. Using a randomized trial, this paper examines the impact of Preparing for Life, a pregnancy to age five home visiting and parenting program, on outcomes in middle childhood. I find significant treatment effects on cognitive skills (0.55SD) and school achievement tests (0.30-0.54SD) at age nine. There is no impact on socio-emotional skills and there is little evidence of treatment heterogeneity by gender, birth order, or distribution of ability. The effects are mainly driven by improvements in early parental beliefs.

The education-health gradient: Revisiting the role of socio-emotional skills

Is the education-health gradient inflated because both education and health are associated with unobserved socio-emotional skills? We find that the gradient in health behaviors and outcomes is reduced by about 15 to 50% from accounting for fine-grained personality facets and up to another 50% from Locus of Control. Traditional aggregated Big-Five scales, however, have a much smaller contribution to the gradient. We use sibling-fixed effects to net out the contribution from genes and shared childhood environment, decomposing the gradient into its components with an order-invariant method. We rely on a large survey (N = 28,261) linked to high-quality Danish administrative registers with information on parental background and objectively measured diagnoses and care use. Accounting for Locus of Control yields the strongest gradient reduction in self-rated health status and objective diagnoses (30%-50%), and in health behaviors the most important factor is Extraversion, a skill that has been shown to be malleable in interventions.

A Multigenerational Model of Environmental Risk for Black, Indigenous, and People of Color (BIPOC) Children and Families

BACKGROUND

In recent years, public discourse has increasingly brought institutional and structural racism to the foreground of discussion on the well-being of BIPOC (Black, Indigenous, and People of Color) communities. Environmental toxicity in combination with the social triggers of institutional and structural racism are among the factors that shape the short- and long-term health of BIPOC Americans across multiple lifespans.

OBJECTIVES

We outline a 2 + Generation Model for examining the mechanisms through which institutional and structural racism promotes the intergenerational transmission of environmental health risk and family and interpersonal relationships across the life course and across multiple generations. We present the model's theoretical underpinnings and rationale, discuss model limitations and needed sources of data, and implications for research, policy, and intervention.

DISCUSSION

Parents and children are not only biologically linked in terms of transmission of environmental toxicities, but they are also linked socially and intergenerationally. The 2 + Generation Model foregrounds family and interpersonal relationships occurring within developmental contexts that are influenced by environmental toxicity as well as institutional and structural racism. In sum, the 2 + Generation Model highlights the need for an equity-first interdisciplinary approach to environmental health and redirects the burden of risk reduction away from the individual and onto the institutions and structures that perpetuate the racial disparities in exposure. Doing so requires institutional investment in expanded, multigenerational, and multimethod datasets. https://doi.org/10.1289/EHP13110.

Childcare and Parenting in the Production of Early Life Skills

We use data from a randomized early childhood education program to estimate the production technology of early life skills. Estimates indicate that, for more disadvantaged children, parental investment is a more effective input for producing skills than childcare. The reverse is true for the more advantaged. The program increases childcare for all children; it increases parental investment for the more disadvantaged. Therefore, our results indicate that programs stimulating parental investment promote mobility across the distribution of early life skills. We thus micro-found recent studies showing that successful early childhood education programs foster parental investment on top of offering high-quality childcare.

Dealing with imperfect randomization: Inference for the highscope perry preschool program

This paper considers the problem of making inferences about the effects of a program on multiple outcomes when the assignment of treatment status is imperfectly randomized. By imperfect randomization we mean that treatment status is reassigned after an initial randomization on the basis of characteristics that may be observed or unobserved by the analyst. We develop a partial identification approach to this problem that makes use of information limiting the extent to which randomization is imperfect to show that it is still possible to make nontrivial inferences about the effects of the program in such settings. We consider a family of null hypotheses in which each null hypothesis specifies that the program has no effect on one of several outcomes of interest. Under weak assumptions, we construct a procedure for testing this family of null hypotheses in a way that controls the familywise error rate - the probability of even one false rejection - in finite samples. We develop our methodology in the context of a reanalysis of the HighScope Perry Preschool program. We find statistically significant effects of the program on a number of different outcomes of interest, including outcomes related to criminal activity for males and females, even after accounting for the imperfectness of the randomization and the multiplicity of null hypotheses.

You are What Your Parents Expect: Height and Local Reference Points

Recent estimates are that about 150 million children under five years of age are stunted, with substantial negative consequences for their schooling, cognitive skills, health, and economic productivity. Therefore, understanding what determines such growth retardation is significant for designing public policies that aim to address this issue. We build a model for nutritional choices and health with reference-dependent preferences. Parents care about the health of their children relative to some reference population. In our empirical model, we use height as the health outcome that parents target. Reference height is an equilibrium object determined by earlier cohorts' parents' nutritional choices in the same village. We explore the exogenous variation in reference height produced by a protein-supplementation experiment in Guatemala to estimate our model's parameters. We use our model to decompose the impact of the protein intervention on height into price and reference-point effects. We find that the changes in reference points account for 65% of the height difference between two-year-old children in experimental and control villages in the sixth annual cohort born after the initiation of the intervention.

Using interRAI Assessment for Research: Developing a National Research Agenda in Aotearoa New Zealand

interRAI provides a suite of standardized, validated instruments used to assess health and psychosocial well-being, and to inform person-centered care planning. Data obtained from these standardized tools can also be used at a population level for research and to inform policy, and interRAI is currently used in more than 40 countries globally. We present a brief overview of the use of interRAI internationally within research and policy settings, and then introduce how interRAI is used within the universal public health system in Aotearoa New Zealand (NZ), including considerations relating to Māori, the Indigenous people of NZ. In NZ, improvement in interRAI data utilization for research purposes was called for from aged care, health providers, and researchers, to better use these data for quality improvement and health advancement for New Zealanders. A national research network has been established, providing a medium for researchers to form relationships and collaborate on interRAI research with a goal of translating routinely collected interRAI data to improve clinical care, patient experience, service development, and quality improvement. In 2023, the network members met (hybrid: in-person and online) and identified research priorities. These were collated and developed into a national interRAI research agenda by the NZ interRAI Research Network Working Group. Research priorities included reviewing the interRAI assessment processes, improving methods for data linkage to national data sets, exploring how Indigenous Data Sovereignty can be upheld, as well as a variety of clinically focused research topics. Implications for Practice, Policy, and Research: This appears to be the first time national interRAI research priorities have been formally identified. Priorities identified have the potential to inform quality and clinical improvement activities and are likely of international relevance. The methodology described to cocreate the research priorities will also be of wider significance for those looking to do so in other countries.

Understanding the Impact of Socioeconomic Factors on Early Childhood Development in Marginalised Roma Communities: The Role of Parental Education and Household Equipment

This study aimed to explore the effect of socioeconomic disadvantage accumulated in marginalised Roma communities (MRCs) on early childhood development and to assess the role of selected socioeconomic indicators in the association between belonging to MRCs vs. the majority and early childhood development. We obtained cross-sectional data from 232 mother-child dyads from MRCs and the majority population. The differences in early childhood development and background variables between the two groups were tested using chi-square and Mann-Whitney U tests. The moderated mediation was tested using PROCESS Macro in SPSS Model 14 on 5000 bootstrap samples. Statistically significant differences between children from MRCs and the majority were found in terms of maternal age, parental education, household equipment, as well as early childhood development. Household equipment moderated the indirect effect of being from MRCs vs. the majority on early childhood development through parental education. The indirect effect through parental education was high at a low household equipment level, reduced at an average level and non-significant at a high level of household equipment. Our study uncovered disparities in early childhood development between children from MRCs and the majority population. Parental education significantly influenced developmental outcomes, while household equipment mitigated its impact.

Powerful t-tests in the presence of nonclassical measurement error

This article proposes a powerful alternative to the t-test of the null hypothesis that a coefficient in a linear regression is equal to zero when a regressor is mismeasured. We assume there are two contaminated measurements of the regressor of interest. We allow the two measurement errors to be nonclassical in the sense that they may both be correlated with the true regressor, they may be correlated with each other, and we do not require any location normalizations on the measurement errors. We propose a new maximal t-statistic that is formed from the regression of the outcome onto a maximally weighted linear combination of the two measurements. The critical values of the test are easily computed via a multiplier bootstrap. In simulations, we show that this new test can be significantly more powerful than t-statistics based on OLS or IV estimates. Finally, we apply the proposed test to a study of returns to education based on twin data from the UK. With our maximal t-test, we can discover statistically significant returns to education when standard t-tests do not.

Association of childhood externalizing, internalizing, comorbid problems with criminal convictions by early adulthood

Childhood externalizing problems have been linked with adult criminality. However, little is known about criminal outcomes among children with comorbid externalizing and internalizing problems. We examined the associations between profiles of behavioral problems during childhood (i.e., externalizing, internalizing, and comorbid) and criminality by early adulthood. Participants were N = 3017 children from the population-based Quebec Longitudinal Study of Kindergarten Children followed up from age 6-25. Multitrajectory modeling of teacher-rated externalizing and internalizing problems from age 6-12 years identified four distinct profiles: no/low, externalizing, internalizing, and comorbid problems. Juvenile (age 13-17) and adult (age 18-25) criminal convictions were extracted from official records. Compared to children in the no/low profile, those in the externalizing and comorbid profiles were at higher risk of having a criminal conviction, while no association was found for children in the internalizing profile. Children with comorbid externalizing and internalizing problems were most at risk of having a criminal conviction by adulthood, with a significantly higher risk when compared to children with externalizing or internalizing problems only. Similar results were found when violent and non-violent crimes were investigated separately. Specific interventions targeting early comorbid behavioral problems could reduce long-term criminality.

Investing in family-centered early childhood education: A conceptual model for preventing firearm homicide among Black male youth in the United States

INTRODUCTION

Firearms are now the number one killer of children and adolescents in the United States. Firearm homicides among Black male youth are the driver of this increase. Prevention requires a multi-faceted life course approach. Academic achievement has been identified as a protective factor. Early childhood education, which is linked to later achievement, is thus an intervention area of interest. Conceptualizing the potential links between early childhood education and reduced risk for youth firearm homicide is important for guiding policy advocacy and informing future research.

METHODS

This paper presents a conceptual model linking early childhood education to reduced risk for firearm homicide. Each link in the model is discussed, and a corresponding review of the literature is presented. The need for anti-racist policies to strengthen the impact of early childhood education is highlighted.

RESULTS

Early education and firearm homicide research are each well-established but largely disconnected. There are clear immediate benefits of early childhood education; however, these effects wane with time, particularly for youth of color. At the same time, juvenile delinquency-a major risk factor for firearm homicide-is influenced by educational inequities.

CONCLUSIONS

Effective interventions to reduce firearm homicides among Black male youth in the United States are needed. Early childhood education shows promise as an intervention. However, to have an impact, this education needs to be accessible and affordable for all, particularly families of color and low income. Societal structures and policies must also better support the positive gains seen through early childhood education to avoid dissipation.

Education and medication use later in life and the role of intelligence

We investigate the association between education and disease-specific medications in old age, prescribed by medical doctors, accounting for confounders and how this association is shaped by intelligence. We use administrative data on men including prescribed medication records. To account for endogeneity of education we estimate a structural model, consisting of (i) an ordered probit for educational attainment, (ii) a Gompertz mortality model for survival up to old age, (iii) a probit model for prescribed medications in old age, (iv) a measurement system using IQ tests to identify latent intelligence. The results suggest a strong effect of education on prescribed medications for most medications, except for prescribed medication for cardiac diseases and for depression and anxiety.

The effects of education on mortality: Evidence using college expansions

This paper explores the long-run health benefits of education for longevity. Using mortality data from the Social Security Administration (1988-2005) linked to geographic locations in the 1940-census data, we exploit changes in college availability across cohorts in local areas. Our treatment on the treated calculations suggest increases in longevity between 1.3 and 2.7 years. Some further analyses suggest the results are not driven by pre-tends, endogenous migration, and other time-varying local confounders. This paper adds to the literature on the health and social benefits of education.

Surname order and revaccination intentions during the COVID-19 pandemic

Teachers in Japanese schools employ alphabetical surname lists that call students sooner, with surnames appearing early on these lists. We conducted Internet surveys nearly every month from March 2020 to September 2022 with the same participants, wherein we asked participants where the alphabetical columns of their childhood and adult surnames were located. We aimed to identify how surname order is important for the formation of noncognitive skills. During the data collection period, the COVID-19 vaccines became available; Japanese people could receive their third dose starting in December 2021. The 19th wave of the survey was conducted in January 2022. Therefore, to examine how a surname's alphabetical order could influence intention to revaccinate, we used a subsample of data from December 2021 to September 2022. The major findings were as follows. Women with early surnames had an approximately 4% stronger likelihood of having such intentions than men with early surnames. Early name order was more strongly correlated with revaccination intention among women than among men. The surname effect for women was larger when a mixed-gender list was used compared with when it was not used. This effect was only observed for childhood surnames and not for adult surnames.

Childhood behavioral problems are associated with the intergenerational transmission of low education: a 16-year population-based study

The intergenerational transmission of low educational attainment is well-documented, but little is known about how behavioral problems in childhood explain this association. Drawing upon a population-based cohort study (n = 3020) linked to administrative records, we investigated the extent to which inattentive, internalizing, externalizing, and prosocial behaviors at child ages 6-8 years accounted for associations between parental education and child's risk of failing to graduate from high school. We adjusted for economic, demographic, cognitive, and perinatal factors, as well as parental mental health. Using logistic regressions and the Karlson-Holm-Breen decomposition method, we found that childhood behaviors together explained 19.5% of the association between mother's education and child's high school graduation status at age 22/23, and 13.7% of the association between father's education and this same outcome. Inattentive behaviors were most strongly associated with failure to graduate from high school, while the role of other behaviors was modest or negligible. Inattentive behaviors may represent a mediational pathway between parental education and child education. Early interventions targeting inattentive behaviors could potentially enhance the prospects of intergenerational educational mobility.

Preschool Mathematics and Literacy Skills and Educational Attainment in Adolescents Born Preterm and Full Term

OBJECTIVES

To test whether preschool academic skills were associated with educational attainment in adolescence and whether associations differed between individuals born preterm and at full term.

STUDY DESIGN

This prospective cohort study comprised 6924 individuals, including n = 444 (6.4%) adolescents born preterm (<37 weeks of gestation) from the Avon Longitudinal Study of Parents and Children. Preschool academic (mathematics and literacy) skills were rated by teachers at 4-5 years. Educational attainment at 16 years was informed by attaining a General Certificate of Secondary Education (GCSE) in key subjects mathematics and English. Logistic regressions assessed the association between preterm birth, preschool mathematics, and GCSE Mathematics and between preterm birth, preschool literacy, and GCSE English.

RESULTS

Similar numbers of adolescents born preterm and at term achieved a GCSE in mathematics and English (53.6 % vs 57.4% and 59.5% vs 63.9%, respectively; P values > .05). Higher preschool academic skill scores in mathematics were associated with greater odds of attaining GCSE Mathematics and preschool literacy skills were associated with GCSE English. Adolescents born preterm with higher preschool mathematics (OR: 1.51, CI: 1.14, 2.00) and literacy skills (OR: 1.57, CI: 1.10, 2.25) were more likely to attain GCSEs in the respective subject than their term-born counterparts with equal levels of preschool skills.

CONCLUSIONS

Preschool academic skills in mathematics and literacy are associated with educational attainment of preterm and term-born individuals in adolescence. Children born prematurely may benefit more from preschool mathematics and literacy skills for academic and educational success into adolescence than term-born individuals.

The Dynastic Benefits of Early-Childhood Education: Participant Benefits and Family Spillovers

We demonstrate the social efficiency of investing in high-quality early childhood education using newly collected data from the HighScope Perry Preschool Project. The data analyzed are the longest follow-up of any randomized early childhood education program. Annual observations of participant outcomes up to midlife allow us to provide a cost-benefit analysis without relying on forecasts. Adult outcomes on the participants' children and siblings allow us to quantify spillover benefits. The program generates a benefit-cost ratio of 6.0 (p-value = 0.03). Spillover benefits increase this ratio to 7.5 (p-value = 0.00).

Long-Term Health Benefits of Occupational Licensing: Evidence from Midwifery Laws

During the late 19th and early 20th century, several states mandated midwifery licensing requirements to improve midwives' knowledge, education, and quality. Previous studies point to the health benefits of midwifery quality improvements for maternal and infant health outcomes. This paper exploits the staggered adoption of midwifery laws across states using event-study and difference-in-difference frameworks. We use the universe of death records in the US over the years 1979-2020 and find that exposure to a midwifery licensing law at birth is associated with a 2.5 percent reduction in cumulative mortality rates and an increase of 0.6 months in longevity during adulthood and old age. The effects are concentrated on deaths due to infectious diseases, neoplasm diseases, and suicide mortality. We also show that the impacts are confined among blacks and are slightly larger among males. Additional analyses using alternative data sources suggest small but significant increases in educational attainments, income, measures of socioeconomic status, employment, and measures of height as potential mechanism channels. We provide a discussion on the economic magnitude and policy implication of the results.

Preschool or/and kindergarten? The long-term benefits of different types of early childhood education on pupils' skills

BACKGROUND

Developing countries have witnessed great progress in early childhood education (ECE) enrollment rate over the past three decades. Preschool and kindergarten are the two most common types of ECE in developing countries. Questions remain as to which of the two types of ECE is more effective in promoting child development in developing countries, including both cognitive and non-cognitive skills. The objective of this paper is to examine the long-term benefits of attending preschool or/and kindergarten on pupils' cognitive and non-cognitive skills in rural China.

METHODOLOGY

We pooled data from two large-scale surveys conducted by the authors themselves at 136 rural primary schools in 20 counties from three provinces in northwestern China in 2009. The final study sample consisted of 9,839 pupils who both reported their ECE experience and completed cognitive and non-cognitive tests. We measured pupils' cognitive skills by standardized math test scores and grade retention, and their non-cognitive skills by both self-reported self-efficacy, mental health, and teacher-reported behaviors. Inverse Probability Weighting (IPW) was used to balance the pre-treatment variables between the treatment (Any ECE, Preschool Only, Kindergarten Only, or Preschool+Kindergarten) and comparison (No ECE) groups.

RESULTS

Results from IPW show that compared with their peers without any ECE experience, pupils with any ECE experience perform better in cognitive skills (0.118 standard deviations (s.d.) increase in the TIMSS, 7.1 percentage point (pp) decrease in the probability of grade retention) but not in non-cognitive skills. By ECE types, attending kindergarten only is associated with a 0.150 s.d. increase in the TIMSS, a 7.0 pp decrease in the probability of grade retention, and a 0.059 s.d. decrease in the index of behavioral problems of pupils. Moreover, attending both preschool and kindergarten predicts a lower probability of grade retention, but attending preschool only has few benefits. Heterogenous analyses suggest that the long-term benefits of ECE are more prominent among the Han pupils from households with higher socio-economic status.

CONCLUSIONS

Our findings imply that increasing access to ECE can be an effective instrument to improve pupils' skills in less-developed rural areas of China, especially their cognitive skills. Among different types of ECE, attending kindergarten contributes more to pupils' skill development in rural China than other types. We call for strengthened efforts to ensure equal access to quality ECE for preschool-aged children in rural China.

New evidence of high-speed rail promoting green economic growth in the Yangtze River Economic Belt: empirical analysis based on difference-in-differences

The Yangtze River Economic Belt (YREB) is an important ecological barrier in China. From new perspectives, this paper explores the mechanism of high-speed rail (HSR) for green economic growth (GEG) in the YREB. This paper constructs 108 city panel data at the prefecture level and above in the YREB from 2003 to 2020. Difference-in-differences (DID) is adopted to research the impact of high-speed rail on GEG in the YREB. (1) HSR has significantly improved the GEG of the YREB. The effect value is 4.88%. The parallel trend test suggests that DID is valid. A time-varying instrumental variable combining average altitude and historical railway network is constructed for the endogeneity test. (2) Propensity score matching (PSM) and DID (PSM-DID) were employed to test the sample selection bias. (3) A battery of robustness tests, including the placebo test, variable replacement, and policy interference exclusion, is carried out. The conclusions are still valid. (4) HSR can promote the GEG of the YREB by encouraging technological innovation, industrial upgrading, and increasing ecological efficiency. The contribution rate from the largest to the smallest is ecological efficiency, industrial upgrading, and technological innovation. (5) Heterogeneity analysis shows that HSR has played an important role in encouraging GEG in the eastern, peripheral cities, and the downstream cities of the YREB. Finally, this paper puts forward policy suggestions for promoting GEG in the YREB.

Measuring the cost-effectiveness of a home-visiting intervention to promote early child development among rural families linked to the Rwandan social protection system

Early childhood development (ECD) programmes are heralded as a way to improve children's health and educational outcomes. However, few studies in developing countries calculate the effectiveness of quality early childhood interventions. This study estimates the cost and cost-effectiveness of the Sugira Muryango (SM) trial, a home-visiting intervention to improve ECD outcomes through positive parent-child relationships. Cost-effectiveness analysis of ECD interventions is challenging given their potential to have multiple benefits. We propose a cost-effectiveness method using a single outcome, in this case the improvement in cognitive development per home-visit session, as an indication of efficiency comparable across similar interventions. The trial intervention cost US$456 per family. This cost will likely fall below US$200 if the intervention is scaled through government systems. The cost-effectiveness analysis suggests that while SM generated a relatively small impact on markers of early development, it did so efficiently. The observed improvements in cognitive development per home-visit are similar to other home-visiting interventions of longer duration. SM by focusing on the family had benefits beyond ECD, including reductions in violence against children and intermate partner violence, further analysis is needed to include these returns in the economic evaluation.

Distributional effects of parental time investments on children's socioemotional skills and nutritional health

Parental behavior is paramount to child health and skill formation, explaining a significant portion of differences in developmental outcomes. However, little is known regarding the distributional effects of parental time allocation at different levels of children's outcomes. I use a national administrative dataset of Chilean pre-school students to the estimate production functions for socioemotional development and body mass index z-scores at every decile of the distribution at baseline. Modest average effects conceal significant heterogeneity on the returns to parental time investments. Children in the bottom of the socioemotional development distribution could gain up to 0.4 standard deviations for a one standard deviation increase in time investments. A similar increase can lead to a reduction of 0.8 standard deviations in body mass index among severely obese students. Evidence reveals that children with high developmental scores are unlikely to benefit from additional parenting time.

Promoting Equity in Access to Quality Early Childhood Education in China

This paper reviews the Chinese government's efforts and progress towards ensuring equitable access to quality early childhood education (ECE). It begins with an overview of the Chinese context and analysing the reasons for a policy focus on ECE in recent decades. Thereafter, from a historical perspective, it critically reviews policies pertaining to enhancing access to and the quality of ECE in China since 2010. Nationally representative data are used to document policy implementation. Our analyses of national policies and representative data suggest that the state considers ECE a public good. This is evident from policy changes, efforts to bridge urban-rural disparities, fiscal allocations to the most economically disadvantaged groups, and strategies to enhance the quality of ECE.A significant focus on policy implementation with improved regulation and monitoring of services provided by both state and non-state actors was found. However, it is evident that gaps persist between urban and rural areas regarding infrastructure and resourcing, gross enrolment rates, and teacher-child ratios. That stated, the momentum that has driven policy change and the dramatic gains demonstrates the priority accorded to ECE.

10 Year Longitudinal Evaluation of the Spilstead Model of Milieu Intervention

Although international research has defined best-practice intervention for children from vulnerable families as integrated and comprehensive, limited implementation and longitudinal evaluation of this approach has been conducted. The Spilstead Model (SM) of early years milieu intervention provides a uniquely integrated one stop shop model of care incorporating a comprehensive range of best-practice programs within a trauma-informed approach. Results from an initial evaluation involving 23 families (mean child age 3.7 years) indicated large effect size improvements 12 months post entry in family functioning as well as child development and emotional wellbeing (ES 0.8 -1.46, p < 0.001). This study aimed to evaluate the sustainability of these outcomes for both children and families via follow-up of the initial study co-hort 10 years post the initial evaluation. The study targeted families who participated in the original evaluation. Clinician and parent-rated adolescent measures paralleled the original assessments of parent, child and family functioning. Qualitative evaluation was also conducted via a semi-structured interview with parents. 83% of the original sample participated. Mean youth age was 13.2 years. Results indicated sustained improvements in parent-child relationship, child-wellbeing and reduction of parent stress with large effect size (1.14 - 1.92 p < 0.001). On average 73% of the adolescents scored within the normal range on each measure of functioning. Few had repeated school grades or been suspended. None had been arrested. Emerging themes from the qualitative evaluation confirmed the value of the integrated model. The results further support the value of the one stop shop Spilstead Model and have the potential to inform international policy and practice.

Cognition and education benefits of increased hemoglobin and blood oxygenation in children with sickle cell disease

BACKGROUND

Among individuals with sickle cell disease (SCD), decreased hemoglobin is associated with lower oxygen saturation (SpO2) and increased risk of stroke, both of which are associated with lower intelligence quotient (IQ) scores. Thus, increasing hemoglobin and SpO2 in individuals with SCD may increase IQ and educational attainment.

METHODS

A cohort simulation model was built to determine academic performance and educational attainment based on cognitive function (measured by IQ) of a pediatric SCD cohort randomly assigned to treatment and control groups. The model contained two key stages: childhood (<10 years) and adolescence (≥10 years). In stage 1, increased hemoglobin and increased SpO2 (assigned to the treatment group) were determinants of higher IQ, prevention of IQ deterioration over time. Increased hemoglobin was also a determinant of decreased stroke risk. In stage 2, improvement in adolescent IQ as a result of treatment was a determinant of academic performance.

RESULTS

In a simulated cohort of 2000 children and adolescents with SCD (52.5% female, 50% treated), stroke incidence was predicted to be 44.4% lower among the treated group than the untreated group (4.5% versus 8.1%, respectively). The average IQ among the treated group was estimated to be 91.1 compared with 82.9 in the untreated group (a 9.9% difference; P<0.001). Finally, high school (≥12 years of education) completion rates were estimated to be 64.7% higher among the treated group: 76.1% of the treated group was projected to complete high school compared with 46.2% of the untreated group.

CONCLUSIONS

Our model predicts that an average improvement in hemoglobin of 1.1 g/dL (11 g/L) among individuals with SCD may be associated with improved neurocognition and educational outcomes. These improvements may also generate benefits not captured by our model, including improved quality of life, employment, and income.

Assessing household financial burdens for preprimary education and associated socioeconomic inequalities: a case study in China

BACKGROUND

Providing young children with universal access to preprimary education (PPE) is considered a powerful tool for human capital development and eliminating the intergenerational transmission of poverty. To remove household financial barrier for achieving universal PPE, this study proposed a measure to identify households incurring 'heavy financial burdens from paying for PPE' (HBPPE) and conducted a case study in China.

METHODS

Using nationally representative data in 2019, we estimated the percentage of households with HBPPE (spent 7% or more of their total annual expenditure) and associated socioeconomic inequalities. We also applied a three-level logit regression model to investigate the factors associated with the probabilities of households incurring HBPPE.

RESULTS

Half of the sampled households spent 7% or more of their expenditures on PPE. Households in the lowest wealth quintile (54%) or households with children attending private PPE (55%) had higher percentages of HBPPE than households in other wealth quintiles (eg, 51% in the highest wealth quintile) or households with children attending public kindergartens (41%). Logit regression analysis shows that the poorest households and households with children attending private kindergarten were more likely to incur HBPPE than their counterparts.

CONCLUSION

To ensuring universal access to PPE in China, future policy should consider increasing the enrolment of children from low-income families in public kindergartens and increasing governmental investments in low-income households by subsidising children attending PPE.

The labor market outcomes of bilinguals in the United States: Accumulation and returns effects

At least half of the world population is bilingual, but lifetime financial gains from early exposure to multiple languages are largely unknown. In this study, we analyze individual earnings of bilinguals in the US using 15 years of Census data and an augmented wage model, accounting for cognitive, manual, and interpersonal skills derived from O*NET job task descriptors via sparse principal component method. Using unconditional quantile regression, we find evidence that language skills mostly benefit individuals at the lower end of the earnings distribution. While our analysis does not establish causality, it underscores the potential of early language acquisition to mitigate income inequality by enhancing the employment prospects of low-income individuals. We also highlight the favorable cost-benefit ratio of language acquisition in childhood, when learners face no monetary opportunity costs and can achieve greater levels of fluency.

How does the vaccine approval procedure affect COVID-19 vaccination intentions?

People's willingness to vaccinate is critical to combating the COVID-19 pandemic. We devise a representative experiment to study how the design of the vaccine approval procedure affects trust in newly developed vaccines and consequently public attitudes towards vaccination. Compared to an Emergency Use Authorization, choosing the more thorough Conditional Marketing Authorization approval procedure increases vaccination intentions by 13 percentage points. The effects of the increased duration of the approval procedure are positive and significant only for Emergency Use Authorization. Treatment effects do not differ between relevant subgroups, such as respondents who had (did not have) COVID-19, or between vaccinated and unvaccinated respondents. Increased trust in the vaccine is the key mediator of treatment effects on vaccination intentions.

Parenting Promotes Social Mobility Within and Across Generations

This paper compares early childhood enrichment programs that promote social mobility for disadvantaged children within and across generations. Instead of conducting a standard meta-analysis, we present a harmonized primary data analysis of programs that shape current policy. Our analysis is a template for rigorous syntheses and comparisons across programs. We analyze new long-run life-cycle data collected for iconic programs when participants are middle-aged and their children are in their twenties. The iconic programs are omnibus in nature and offer many services to children and their parents. We compare them with relatively low-cost more focused home-visiting programs. Successful interventions target both children and their caregivers. They engage caregivers and improve the home lives of children. They permanently boost cognitive and non-cognitive skills. Participants in programs that enrich home environments grow up with better skills, jobs, earnings, marital stability, and health, as well as reduced participation in crime. Long-run monetized gains are substantially greater than program costs for the iconic programs. We investigate the mechanisms promoting successful family lives for participants and report intergenerational effects on their children. A study of focused home-visiting programs that target parents enables us to isolate a crucial component of successful programs: they activate and promote parenting skills of child caregivers. The home-visiting programs we analyze produce outcomes comparable to those of the iconic omnibus programs. National implementation of the programs with long-run follow up that we analyze would substantially shrink the overall US Black-White earnings gap.

From asking to observing. Behavioural measures of socio-emotional and motivational skills in large-scale assessments

Socio-emotional and motivational skills are routinely measured using self-reports in large-scale educational assessments. Measures exploiting test-takers' behaviour during the completion of questionnaires or cognitive tests are increasingly used as alternatives to self-reports in the economics of education literature. We compute behavioural measures of socio-emotional and motivational skills using data from the Programme for International Student Assessment (PISA). We find that these measures capture important aspects of students' academic profiles: some are importantly associated with contemporaneous performance and educational attainment and most measures have a high degree of stability over time. However, these measures are only limitedly correlated among themselves and have low correlations with self-report measures of the same constructs. This is likely a reflection of the fact that behavioural measures are representations of the test taker current 'state', rather than descriptions of the participant view of their own 'trait' like the self-report measures. Moreover, the low correlation across measures suggests that they capture different behavioural responses to the test-taking situation. These differences are still limitedly understood because the measures are constructed ex-post using collateral information collected during the administration of assessments rather than developed ex ante in line with theoretical models of human cognition and affect.

Exploring the Predictors of Enrollment and Kindergarten Entry Skills of Spanish-Speaking Dual Language Learners in a Mixed-Delivery System of Public Preschool

Dual language learners (DLLs) - young children learning and developing in multiple languages - make up nearly one-third of the population of public preschool attendees in the U.S. Yet despite the large number of DLLs attending the nation's largest public preschool programs - Head Start and state-funded public pre-k - little is known about DLL families' patterns of selection into each program, nor about the relative benefits of each program for DLLs' early learning. The present study uses contemporary data from a mixed-delivery system of public preschool in Tulsa, Oklahoma to examine predictors of attending Head Start or Tulsa Public Schools (TPS) pre-k, as well as whether program type is associated with differences in DLLs' kindergarten entry skills. Among DLLs from economically-disadvantaged families, we find some limited differences between DLLs who selected into TPS public pre-k versus Head Start: TPS public pre-k attenders were more likely to have married mothers, parents who chose a preschool program based on logistical opportunities/constraints rather than programmatic preferences, and greater attention/impulse control skills at the start of preschool than were Head Start attenders. We then examined the association between program type and children's academic and self-regulation skills at kindergarten entry. Controlling for predictors of differential enrollment and children's earlier skills, we find no differences in kindergarten skills across students who attended Head Start and TPS public pre-k, suggesting both programs prepare DLLs equally well for school success.

The home language environment and early language ability in rural Southwestern China

Using premier Language Environment Analysis technology to measure and analyze the home language environment, this observational study aims to describe the home language environment and child language ability, drawing on empirical data from 77 households with children aged 18–24 months from rural China. The results show large variation in measures of the home language environment and early language ability, similar to other rural Chinese samples. Results also demonstrate significant correlations between child age and the home language environment, maternal employment and the home language environment, father’s educational attainment and the home language environment, adult–child conversations and early language ability, and child vocalizations and early language ability.

Lead Exposure Can Affect Early Childhood Development and Could Be Aggravated by Stunted Growth: Perspectives from Mexico

BACKGROUND

Lead can affect early childhood development (ECD) differentially due to nutritional deficiencies that lead to stunted growth, defined as being at least two standard deviations below the average height-for-age. These deficiencies are more frequent among children living in rural locations or with lower socioeconomic status (SES); however, studies at a population level are scarce worldwide. Early childhood development plays a crucial role in influencing a child's health and wellbeing throughout life. Therefore, the aim of this study was to analyze how stunted growth can modify the association between lead exposure and ECD in children from disadvantaged communities.

METHODS

Data were analyzed from the 2018 National Health and Nutrition Survey in localities with fewer than 100,000 inhabitants in Mexico (ENSANUT-100K). Capillary blood lead (BPb) levels were measured using a LeadCare II device and dichotomized as detectable (cutoff point ≥ 3.3 µg/dL) and non-detectable. As a measure of ECD, language development was assessed in n = 1394 children, representing 2,415,000 children aged 12-59 months. To assess the association between lead exposure and language z-scores, a linear model was generated adjusted by age, sex, stunted growth, maternal education, socioeconomic status, area, region (north, center, south), and family care characteristics; afterwards, the model was stratified by stunted growth.

RESULTS

Fifty percent of children had detectable BPb and 15.3% had stunted growth. BPb showed a marginal inverse association with language z-scores (β: -0.08, 95% CI: -0.53, 0.36). Children with detectable BPb and stunted growth had significantly lower language z-scores (β: -0.40, 95% CI: -0.71, -0.10) than those without stunted growth (β: -0.15, 95% CI: -0.36, 0.06).

CONCLUSIONS

Children with stunted growth are more vulnerable to the adverse effects of lead exposure. These results add to previous research calling for action to reduce lead exposure, particularly in children with chronic undernutrition.

Does China's Carbon Trading Pilot Policy Reduce Carbon Emissions? Empirical Analysis from 285 Cities

This article studies the influence of the Carbon Trading Pilot Policy (CTPP) on carbon emissions by constructing the balanced panel data from 2003 to 2020 for 285 cities in China above the prefecture level. Difference-in-Difference (DID) method is used to test the influence and the mechanism. (1) The findings suggested that CTPP has dramatically reduced China's carbon emissions by 6.21%. The parallel trend test shows that the premise of DID is reliable. (2) A variety of robustness tests, such as the instrumental variable method for endogeneity, Propensity Score Matching (PSM) for sample selection bias, variable substitution, time-bandwidth change, and exclusion of policy intervention, show that the conclusion is still robust. (3) The mediation mechanism test indicates that CTPP can promote the reduction in carbon emissions by promoting Green Consumption Transformation (GCT), improving Ecological Efficiency (EE), and promoting Industrial Structure Upgrading (ISU). GCT contributes the most, followed by EE and ISU. (4) The analysis of the heterogeneity reveals that CTPP has a greater effect on carbon emission reduction in central and peripheral cities in China. This study provides policy implications for China and similar developing countries in the face of carbon reduction.