Early intervention was linked to better third-grade academic outcomes

What the study found: Children who received early intervention services before age 3 had better third-grade academic outcomes than children who did not. In matched comparisons, they showed higher English language arts scores and were more likely to meet test-based standards in both math and English language arts.
Why the authors say this matters: The authors conclude that early intervention services for children younger than 3 years with moderate to severe developmental delays or disabilities had tangible academic benefits later in childhood. They also suggest that future research should examine how early intervention is implemented for different diagnoses and developmental delays to identify the most beneficial service plans.
What the researchers tested: The researchers used a retrospective cohort study based on linked public health and educational records from New York City. They studied children born in New York City from 1994 to 1998 who attended public elementary school for third grade, comparing those who received any early intervention services from birth through age 3 with those who did not.
What worked and what didn't: After propensity score matching, early intervention was associated with higher third-grade standardized English language arts scores (estimate, 0.045; 95% CI, 0.021-0.069). It was also associated with higher incidence ratios for meeting test-based standards in math (1.08; 95% CI, 1.06-1.10) and English language arts (1.09; 95% CI, 1.07-1.12). The abstract also reports greater score benefits among children who required special education, those from lower socioeconomic-status households, and those born to immigrant mothers.
What to keep in mind: This is an observational cohort study, so the abstract reports associations rather than causal proof. The summary provided does not describe other limitations beyond the scope of the linked administrative data and the focus on children who reached third grade in New York City.

Key points

• Early intervention before age 3 was linked to better third-grade academic outcomes.
• Children who received services had higher English language arts scores in third grade.
• They were also more likely to meet standards in math and English language arts.
• The study used linked New York City public health and education records from children born between 1994 and 1998.
• Greater benefits were reported for children needing special education, those from lower socioeconomic-status households, and those born to immigrant mothers.