Arthur J. Reynolds|Judy A. Temple|Suh Ruu Ou
Preschool education, educational attainment, and crime prevention: Contributions of cognitive and non-cognitive skills
University of Minnesota|University of Minnesota
investigated extent cognitive noncognitive skills accounted measured links participation preschool intervention high school completion highest grade completed incarceration history early adulthood using data chicago longitudinal study ongoing 20year investigation effects schoolbased childparent center early intervention program 1500 children assessed contribution school readiness achievement test scores age 14 remedial education well measures social adjustment motivation educational expectations problem behavior juvenile arrest estimated direct effect preschool hierarchical regression analysis indicated assessed separately cognitive factors accounted 42 preschool effect high school completion 37 highest grade completed 23 incarceration history age 24 noncognitive factors accounted respectively 36 45 59 together cognitive noncognitive factors explained 46 51 59 main effect preschool participation set cognitive skills made greater valueadded contributions educational attainment noncognitive skills made greater valueadded contributions incarceration history findings support important role test scores school performance social motivational factors explaining effect preschool participation economically important indicators wellbeing