Transcript Slide 1

Children’s Right to Thrive
Invest in Children
10th Annual Meeting
November 20, 2009
Craig T. Ramey, Ph.D.
Sharon Landesman Ramey, Ph.D.
Directors and Professors,
Georgetown University Center on Health and Education
It is the totality of a child’s
experience that lays the
foundation for a lifetime of
greater or lesser competency.
Ramey & Ramey, 2000
Consequences of very low resource
environments on children’s school entry
skills and later performance
• Delays of 1 to 2.5 years in overall
academic and intellectual competence
• Marked reduction in vocabulary as well as
expressive and receptive language skills
• Fewer skills in interacting with “teachers”
and peers in a learning environment
• Lack of supportive learning at home and in
summer further increases “the gap” over
the first 4 years in school
Key Research Question for
Abecedarian (ABC) Project
Can the cumulative developmental toll
experienced by high-risk children
be prevented or reduced significantly
by providing systematic, high-quality,
early childhood education from
birth through kindergarten entry?
Abecedarian Preschool Program
Treatment Group
_ Control Group
_
• Adequate nutrition
• Adequate nutrition
• Supportive social services
• Supportive social services
• Free primary health care
• Low-cost or free primary
• Preschool treatment:
health care
Intensive (full day, 5 days/week,
50 weeks/year, 5 years)
“Learningames” Curriculum
Cognitive / Fine Motor
Social / Self
Motor
Campbell & Ramey, 1995
Language
American Educational Research Journal
Individualized pace
Pre-K Educational Treatment prevents decline in
children’s low-IQ classification (% with IQs <85)
Martin, Ramey, & Ramey, 1990
American Journal of Public Health
Estimated Influences on IQ
Regression Coefficients (95% CI)
Age in Months
Educational
Preschool
Maternal IQ<70
Positive Home
Enviornment
12
+ 7.9
1.0
+ 4.9
24
+ 12.7
- 4.3
+ 5.1
36
+ 18.6
- 8.2
+ 8.6
48
+ 13.2
- 11.7
+ 8.9
Adapted from Martin, Ramey, & Ramey, American Journal of Public Health, 1996
Reading achievement scores are significantly
higher for ABC children at 8, 12, 15, & 21yrs
Campbell & Ramey, 2001 Developmental Psychology
ABC educational program reduced grade
repetition and special education placement
Ramey & Ramey, 1999 MR/DD Research Review
Key Findings from Abecedarian Project
(“Abecedarian” …one who learns
the basics such as the alphabet)
18 Months to 30 Years Old
• Intelligence (IQ)
• Reading and math skills
• Academic locus-of-control
• Social Competence
• Years in school,
including college
• Employment outcomes
• Grade Repetition
• Special Education
placement
• Teen Pregnancies
• Smoking and drug
use
• Teen depression
Plus benefits to mothers of these children (education, employment)
Ramey et al, 2000; Campbell et al, 2009
Project CARE
RCT designed to be a replication of
Abecedarian Project (ABC)
with an additional home visit group
to help mothers use the
ABC educational curriculum (6 wks– 5 yrs)
Abecedarian Project
130
Early Intervention
120
Follow-up
110
100
90
80
70
60
3(MDI) 6(MDI) 12(MDI) 18(MDI) 24(S-B) 36(S-B)
Age in Months (assessment type)
Ramey & Ramey, Preventive Medicine, 1998
130
Project CARE
120
Early Intervention
Follow-up
110
100
90
80
70
60
6(MDI)
12(MDI) 18(MDI) 24(S-B) 36(S-B)
Age in Months (assessment type)
Ramey & Ramey Preventive Medicine, 1998
Adapted from Wasik, Ramey, Bryant, & Sparling. Child Development, 1990
Infant Health and Development Program (IHDP)
•Designed to test the efficacy of ABC intervention
for children who were < 37 weeks
gestation and < 2500 gm at birth
•Conducted at 8 sites
•Intervention modified for biological risk factors
•Intervention lasted only until 36 mos. CA
Infant Health and
Development Program
(2001-2500 grams)
Infant Health and Development Program
Children’s IQ at 36 months:
Maternal Education X Treatment Group
110
105
Control
Intervention
100
95
90
85
Ramey & Ramey (1998)
Preventive Medicine
80
75
70
Some High
School
High School
Graduate
Some College
College
Graduate
(n=232)(n=162)
(n=166)(n=104)
(n=134)(n=63)
(n=76)(n=48)
Outcomes Affected Positively (*p<.01)
by the Infant Health & Development Program
12 Months
24 Months
36 Months
NS
+
+
Adaptive and Prosocial Behavior
-
-
+
Behavior Problems
-
+
+
Vocabulary
-
+
+
Receptive Language
-
+
+
Reasoning
-
-
+
NS
-
+
Maternal Interactive Behavior
-
-
+
Maternal Problem Solving
-
-
+
Cognitive Development
Home Environment
Ramey 1999, adapted from Gross, Spiker, & Haynes, 1997, Helping Low Birth Weight, Premature Babies
Did IHDP benefits last?
• Follow-up through age 18 showed
significant benefits, particularly for children
from low-resource families
• The dosage of the early intervention
predicted magnitude of benefits, even after
multiple adjustments for correlated
variables
Differential response to early
educational intervention
The children who benefited the most had:
 mothers with IQs below 70
 mothers with low levels of education
 poor birth outcome indicators
(PI, Apgar, LBW)
 teen mothers
(Martin, Ramey, and Ramey, American Journal of Public Health, 1990;
Ramey & Ramey, 2000)
Recent findings from Maryland
and Louisiana Pre-K initiatives
• Strong visionary leadership and commitment to
pre-K as a means of improving student
achievement and “closing the gap” for children
of poverty
• Willingness to conduct research that will provide
timely information to inform changes in the
classroom practices and policy
• The programs differ in ways that provide insights
about benefits of full-day vs half-day pre-K and
differential risk
Similarities in MD and LA Pre-K programs
• Implemented by public schools
• Certified early childhood teachers (full benefits, comparable
salaries to other teachers)
• Classroom sizes of no more than 20
• Adult to child ratio of no more than 1 to 10
• Specified pre-K curriculum in resource-rich classrooms and
high standards
• Ongoing professional development
• Strong focus on language and early literacy
Differences in MD and LA Pre-K
• MCPS Pre-K classrooms are half-day while LA
classrooms are full-day
• Children in LA4 start at slightly lower levels than do
children in MCPS
• MCPS classrooms serve more diverse children in terms
of nationality and language backgrounds
• LA4 is not limited to “at risk” students, while MCPS
currently is
• LA4 implemented longitudinal data collection from the
beginning, for all children and for all classrooms, linked
to later school progress
LA4 Study Design: Population-based,
Cohort Sequential, Case/Control
Longitudinal Study
•
•
•
•
•
•
Pilot year (Jan – May 2002)
Cohort 1 (2002-2003)
Cohort 2 (2003-2004)
Cohort 3 (2004-2005)
Cohort 4 (2005-2006)
Cohort 5 (2006-2007)
n=1358
n=3711
n=4767
n=4665
n=7998
n>10,000
Note: LA legislature committed $82 million for
2007-2008 school year
DSC: Language National Percentile Ranks
60
50
Percentile
50
40
50
50
50
31
30
20
10
14
10
10
10
10
0
Pre
Post
Pilot
Half-Year
(n=1358)
Pre
Post
Cohort 1
Full Year
(n=3711)
Pre
Post
Cohort 2
Full Year
(n=4767)
Pre
Post
Cohort 3
Full Year
(n=4665)
Pre
Post
Cohort 4
Full Year
(n=7898)
Percentile
DSC: Print National Percentile Ranks
70
60
50
40
30
20
10
0
59
59
59
59
40
17
Pre
11
Post
Pilot
Half-Year
(n=1358)
Pre
11
Post
Cohort 1
Full Year
(n=3711)
Pre
11
Post
Cohort 2
Full Year
(n=4767)
Pre
11
Post
Cohort 3
Full Year
(n=4665)
Pre
Post
Cohort 4
Full Year
(n=7898)
DSC: Math National Percentile Ranks
60
52
Percentile
50
46
52
46
40
30
30
20
10
11
5
5
5
5
0
Pre
Post
Pilot
Half-Year
(n=1358)
Pre
Post
Cohort 1
Full Year
(n=3711)
Pre
Post
Cohort 2
Full Year
(n=4767)
Pre
Post
Cohort 3
Full Year
(n=4665)
Pre
Post
Cohort 4
Full Year
(n=7898)
Louisiana Kindergarten Retention Rates (2003-04 Cohort)
14%
12%
12.5%*
No Public Pre-K or
Head Start
LA 4
10%
8%
8.0%*
7.4%
6%
7.0%
4%
2%
0%
Free and Reduced Meals*
n = 22,105
n = 2,886
Non-Free and Reduced Meals
n = 13,257
n = 555
* p <.001
Louisiana Kindergarten Retention Rates (2004-05 Cohort)
14%
12%
No Public Pre-K or
Head Start
LA 4
11.8%*
10%
8%
7.5%*
6.6%
6%
5.0%
4%
2%
0%
Free and Reduced Meals*
n = 17,416
n = 3,132
Non-Free and Reduced Meals
n = 11,785
n = 666
* p <0.001
Louisiana Special Education Placement Rates (2003-04 Cohort)
16%
14%
No Public Pre-K or
Head Start
LA 4
14.5%**
12%
10%
10.5%*
8.6%**
8%
7.0%*
6%
4%
2%
0%
Free and Reduced Meals**
n =23,523
n=2,994
Non-Free and Reduced Meals*
n =14,841
n=698
* p <.01
** p <.001
Louisiana Special Education Placement Rates (2004-05 Cohort)
16%
14%
No Public Pre-K or
Head Start
LA 4
14.1%**
12%
10%
8%
9.0%**
9.3%*
6%
5.8%*
4%
2%
0%
Free and Reduced Meals**
n =21,421 n=3,835
Non-Free and Reduced Meals*
n =14,201 n=912
* p <.01
** p <.001
A Comparison of Children’s Academic Progress
in Pre-K Programs that differ in dosage
National Percentile Rank
60
50
40
LA4 Full-Year Full-Day Pre-K
LA4 Half-Year Full-Day Pre-K
MCPS Full-Year Half-Day Pre-K
50
31
30
30
20
14
10
10
0
Pre
Post
Why Some Well-Intended Early Childhood
Programs Have Failed to Benefit Children
• Adult caregivers and teachers not well prepared
or supported in their everyday work
• Dosage of early intervention and pre-K is too low
• Inadequate instruction to promote cognitive, language
early literacy, and early math skills
• Ineffective communication with and engagement of
parents and other key service providers
• Instruction is too harsh, rigid, or punitive
The future for our nation’s children
• Positive health and education outcomes can be
•
•
•
achieved for all children – during pre-K years
and beyond
Benefits include much more than “academics”
Language and reading success are key,
because they influence all learning and social
adjustment
Strategic investments yield substantial social
and fiscal benefits to society
For copies of this powerpoint
presentation:
• Contact Drs. Craig and Sharon Ramey
• Georgetown University Center on Health and
Education
• 202-687-2874
• [email protected]
• [email protected]