Early Childhood Intervention for the Poor: Long term outcomes

Alison Andrew, Oxford University
Orazio Attanasio, Yale University
Britta Augsburg, Institute of Fiscal Studies
Lina Cardona-Sosa, World Bank
Monimalika Day, DR. B.R Ambedkar University Delhi
Michele Giannola, University of Naples Federico II
Sally Grantham-MacGregor, University College London
Pamela Jervis, University of Chile
Costas Meghir, Yale University
Marta Rubio Codina, Interamerican Development Bank


Early childhood interventions aim to promote skill acquisition and poverty reduction. While their short-term success is well established, research on longer-term effectiveness is scarce, particularly in LDCs. We present results of a randomized scalable intervention in India, that affected developmental outcomes in the short-term, including cognition (0.36 SD p=0.005), receptive language (0.26 SD p=0.03) and expressive language (0.21 SD p=0.03). After 4.5 years, when the children were on average 7.5 years old, IQ was no longer affected, but impacts persisted relative to the control group in numeracy (0.330 SD, p=0.007) and literacy (0.272 SD, p=0.064) driven by the most disadvantaged.