What the study found
The study found that children who received early intervention services before age 3 had better third-grade academic outcomes than children who did not. The authors report higher English language arts scores and higher chances of meeting 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 which service plans are most beneficial for children with different needs.
What the researchers tested
They used propensity score matching, then linear and log-binomial regression to compare standardized third-grade math and English language arts scores and the likelihood of meeting test-based standards.
What worked and what didn't
The abstract reports evidence of heterogeneity: test score benefits were greater 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 cohort study, so the abstract does not claim that early intervention caused the later academic outcomes. The summary also does not describe specific intervention types, and it focuses on children in New York City who attended public elementary school through third grade.
Key points
- Children who received early intervention before age 3 had better third-grade academic outcomes.
- English language arts scores were higher among children who received early intervention.
- Children who received early intervention were more likely to meet standards in both math and English language arts.
- Benefits appeared larger for children needing special education, from lower socioeconomic status households, and born to immigrant mothers.
- The study used linked New York City public health and education records from children born between 1994 and 1998.
Disclosure
- Research title:
- Early intervention linked to better 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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