A new study published in PLOS ONE by researchers from New York University's Steinhardt School of Culture, Education, and Human Development examined the long-term impacts of an early childhood program called the Chicago School Readiness Project (CSRP) and found evidence suggesting that the program positively affected children's executive function and academic achievement during adolescence.
The program targeted children's self-regulation skills while also raising the quality of inner-city Head Start classrooms serving high-risk neighborhoods in Chicago. Researchers have been following the children involved in the study since the beginning of preschool through the high school years.
"Although we did not find large impacts on all of the outcomes assessed, the positive results for executive function and academic achievement were certainly encouraging," said lead author and Research Assistant Professor, Tyler Watts. "We think these results suggest that high-quality programs can produce important effects on key long-term outcomes."
[For more on this study by New York University, go to https://www.sciencedaily.com/r.../07/180716114532.htm]