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

Leah N. Isquith-Dicker, Andrew Kwist, Danae Black, Stephen E. Hawes, Jennifer Slyker, Sharon Bergquist and Susanne P. Martin-Herz
Additional contact information
Leah N. Isquith-Dicker: Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
Andrew Kwist: Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
Danae Black: Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
Stephen E. Hawes: Department of Global Health, University of Washington START Center, Seattle, WA 98195, USA
Jennifer Slyker: Department of Global Health, University of Washington START Center, 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

IJERPH, 2021, vol. 18, issue 4, 1-14

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.

Keywords: child development; functioning; outcomes; education; measurement; child development assessment; academic achievement; educational attainment; wealth/socioeconomic status (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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