Reducing Poverty and Inequality Through Preschool-to-Third-Grade Prevention Services

Providing better quality and more intensive public education for children from poor and at-risk backgrounds can significantly increase their chances at ending the cycle of poverty.

Research conducted on a long-term data set from some of Chicago’s most-challenged neighborhoods has found that four to six years of educational interventions in a child’s life ended up producing enormous benefits by the time the children made it into early adulthood.

The findings, conducted by psychologists Arthur Reynolds, Suh-Ruu Ou, Christina Mondi and Alison Giovanelli at the University of Minnesota, were published in the journal “American Psychologist.”

Find the Market Watch article reviewing the findings of this research here and the full publications can be found here