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Early Child Development Assessments and Their Associations with Long-Term Academic and Economic Outcomes: A Systematic Review

Author

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  • Leah N. Isquith-Dicker

    (Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
    Department of Anthropology, School of Public Health, University of Washingto, Seattle, WA 98195, USA
    Leah N. Isquith-Dicker and Andrew Kwist are co-first authors and contributed equally to this project and manuscript preparation.)

  • Andrew Kwist

    (Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
    Department of Epidemiology, School of Public Health, University of Washington, Seattle, WA 98195, USA
    Leah N. Isquith-Dicker and Andrew Kwist are co-first authors and contributed equally to this project and manuscript preparation.)

  • Danae Black

    (Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
    Department of Epidemiology, School of Public Health, University of Washington, Seattle, WA 98195, USA)

  • Stephen E. Hawes

    (Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
    Department of Epidemiology, School of Public Health, University of Washington, Seattle, WA 98195, USA)

  • Jennifer Slyker

    (Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
    Department of Epidemiology, School of Public Health, University of Washington, Seattle, WA 98195, USA)

  • Sharon Bergquist

    (Bill & Melinda Gates Foundation, 500 5th Ave N, Seattle, WA 98109, USA)

  • Susanne P. Martin-Herz

    (Department of Pediatrics, University of California San Francisco, 1825 Fourth St., 6th Floor, UCSF Box 4054, San Francisco, CA 94143, USA)

Abstract

Developmental screening instruments were designed as diagnostic tools, but there is growing interest in understanding whether select tools can also be used systematically in research to examine intervention impacts on long-term outcomes. As such, this systematic review aims to examine associations between child development assessment tools and educational attainment, academic achievement, or wealth. We included studies identified in PubMed, PsycINFO, and Educational Resources Information Center if they reported an association between at least one tool from a pre-established list and one outcome of interest after age 10. Of 597 studies identified, 11 met inclusion criteria; three examined educational attainment as the outcome of interest, six examined academic achievement, one wealth, and one both educational attainment and wealth. Intelligence tests were utilized in five of the included studies, neuropsychological/executive function or behavior tools were used in five, and one study used tools across the domains. High-quality studies were identified across all three of the domains, but educational attainment and wealth had the greatest proportion of high-quality studies, as compared to academic achievement. Our review demonstrates the potential for certain child development assessment tools to adequately assess long-term outcomes of interest, but additional prospective studies using validated, culturally appropriate tools are needed. PROSPERO registration number: CRD42018092292.

Suggested Citation

  • Leah N. Isquith-Dicker & Andrew Kwist & Danae Black & Stephen E. Hawes & Jennifer Slyker & Sharon Bergquist & Susanne P. Martin-Herz, 2021. "Early Child Development Assessments and Their Associations with Long-Term Academic and Economic Outcomes: A Systematic Review," IJERPH, MDPI, vol. 18(4), pages 1-14, February.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:4:p:1538-:d:494326
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    References listed on IDEAS

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    1. William Ellery Samuels & Nelly Tournaki & Sheldon Blackman & Christopher Zilinski, 2016. "Executive functioning predicts academic achievement in middle school: A four-year longitudinal study," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(5), pages 478-490, September.
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    Cited by:

    1. Verónica Schiariti, 2021. "Introduction to the Special Issue on Early Child Development: From Measurement to Optimal Functioning and Evidence-Based Policy," IJERPH, MDPI, vol. 18(10), pages 1-4, May.
    2. Lia Q. Flores & Julian Jamison, 2023. "Predicting life outcomes with automatic thinking measures in a marginalized population," Economics Series Working Papers 1005, University of Oxford, Department of Economics.

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