What the study found
The study found that children who received early intervention (EI) services before age 3 had better third-grade academic outcomes than similar children who did not receive EI. The association was seen in third-grade math and English language arts (ELA), which is the school subject covering reading and writing skills.
Why the authors say this matters
The authors conclude that EI 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 EI is implemented for children with different diagnoses and developmental delays to identify the most beneficial service plans.
What the researchers tested
The researchers conducted a retrospective cohort study using linked public health and educational data from New York City. They studied children born in New York City from 1994 to 1998 who attended public elementary school through third grade, and compared children who received any EI services from birth through age 3 with those who did not. After propensity score matching, they used linear and log-binomial regression to compare standardized test scores and the chance of meeting test-based standards.
What worked and what didn't
In matched samples, children who received EI had higher third-grade ELA scores, with an estimate of 0.045. They also had a higher incidence of meeting test-based standards in both math, with an incidence ratio of 1.08, and ELA, with an incidence ratio of 1.09. The abstract reports heterogeneity, with larger test 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 was an observational study, so the abstract reports an association rather than proof that EI caused the later academic outcomes. The available summary does not describe all possible limitations, and the findings are based on New York City children who reached third grade in public elementary school.
Key points
- Early intervention services before age 3 were associated with better third-grade academic outcomes.
- Higher third-grade ELA scores were observed among children who received EI.
- Children who received EI were more likely to meet test-based standards in both math and ELA.
- Larger benefits were reported for children needing special education, those from lower socioeconomic status households, and those born to immigrant mothers.
- The study used linked New York City public health and education records and propensity score matching.
Disclosure
- Research title:
- Early intervention linked to stronger third-grade academic outcomes
- Authors:
- Jeanette A. Stingone, Katharine H. McVeigh, Lidiya Lednyak
- Institutions:
- Columbia University, New York City Department of Health and Mental Hygiene, New York City Department of Health and Mental Hygiene
- Publication date:
- 2026-02-09
- OpenAlex record:
- View
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