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

Karen L. Bierman; Brenda S. Heinrichs; Janet A. Welsh; Damon E. Jones; D. Max Crowley

doi:10.1111/cdev.14235

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

Karen L. Bierman, Brenda S. Heinrichs, Janet A. Welsh, Damon E. Jones, D. Max Crowley

Research output: Contribution to journal › Article › peer-review

Abstract

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; M_age = 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 = 0.71) and behavior problems (composite of teacher, parent, youth ratings, d = 0.23) 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.

Original language	English (US)
Journal	Child development
DOIs	https://doi.org/10.1111/cdev.14235
State	Accepted/In press - 2025

All Science Journal Classification (ASJC) codes

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/cdev.14235

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

abstract = "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 = 0.71) and behavior problems (composite of teacher, parent, youth ratings, d = 0.23) 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.",

author = "Bierman, {Karen L.} and Heinrichs, {Brenda S.} and Welsh, {Janet A.} and Jones, {Damon E.} and Crowley, {D. Max}",

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year = "2025",

doi = "10.1111/cdev.14235",

language = "English (US)",

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T2 - Longitudinal Pathways in a Randomized-Controlled Trial

AU - Bierman, Karen L.

AU - Heinrichs, Brenda S.

AU - Welsh, Janet A.

AU - Jones, Damon E.

AU - Crowley, D. Max

PY - 2025

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

Abstract

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