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Milagros Nores

Bio: Milagros Nores is an academic researcher from Rutgers University. The author has contributed to research in topics: Early childhood education & Early childhood. The author has an hindex of 13, co-authored 35 publications receiving 4255 citations. Previous affiliations of Milagros Nores include National University of Quilmes & Columbia University.

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30 Jun 2005
TL;DR: The High/Scope Perry Preschool study as mentioned in this paper has been used to study the long-term effects of a high-quality preschool education program for low-income African-American children living in poverty.
Abstract: T he design and findings of the High/Scope Perry Preschool study and its conclusions are summarized here, along with answers to frequently asked questions, thereby taking advantage of the rich discussion that has surrounded the study over 4 decades. Complete information is available in the study's latest report, Lifetime Effects: The High/Scope Perry Preschool Study Through Age 40. Summary The High/Scope Perry Preschool study is a scientific experiment that has identified both the short-and long-term effects of a high-quality preschool education program for young children living in poverty. From 1962 through 1967, David Weikart and his colleagues in the Ypsilanti, Michigan, school district operated the High/Scope Perry Preschool Program for young children to help them avoid school failure and related problems. They identified a sample of 123 low-income African-American children who were assessed to be at high risk of school failure and randomly assigned 58 of them to a program group that received a high-quality preschool program at ages 3 and 4 and 65 to another group that received no preschool program. Because of the random assignment strategy, children's preschool experience remains the best explanation for subsequent group differences in their performance over the years. Project staff collected data annually on both groups from ages 3 through 11 and again at ages 14, 15, 19, 27, and 40, with a missing data rate of only 6% across all measures. After each period of data collection, staff analyzed the information and wrote a comprehensive official report. The study has produced eight monographs over the years. The findings of program effects through age 40 span the domains

1,047 citations

Journal ArticleDOI
TL;DR: In this article, the authors presented an updated costbenefit analysis of the High/Scope Perry preschool program, using data on individuals aged 40, who were randomly assigned to a treatment or control group.
Abstract: This paper presents an updated cost-benefit analysis of the High/Scope Perry preschool Program, using data on individuals aged 40. Children were randomly assigned to a treatment or control group. Program costs are compared against treatment impacts on educational resources, earnings, criminal activity, and welfare receipt. Net present values are calculated for participants, the general public, and society. The treatment group obtains significantly higher earnings. For the general public, higher tax revenues, lower criminal justice system expenditures, and lower welfare payments easily outweigh program costs; they repay $12.90 for every $1 invested. However, program gains come mainly from reduced crime by males.

524 citations

Journal ArticleDOI
TL;DR: Nores et al. as mentioned in this paper used a meta-analysis to review the evidence on the benefits of early childhood interventions and found that direct care and education appear to be the most efficient interventions, especially for development of cognitive skills in early childhood.
Abstract: Milagros Nores, Assistant Research Professor, National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: mnores@nieer.org Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.W. Steven Barnett, Board of Governors Professor and Director of the National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: wbarnet@rci.rutgers.edu Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.This paper uses a meta-analysis to review the evidence on the benefits of early childhood interventions. The authors also analyze how the revealed effects are correlated with characteristics of the corrective measures and with the target audience.A total of 38 contrasts of 30 interventions in 23 countries were analyzed. The paper focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen’s D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling.A moderate progress has been revealed in each of the outcomes. The benefits are sustained over time. Interventions that have an educational or mixed (educational and stimulation, or care) component evidenced the largest cognitive effects, as compared to cash infusions or nutrition-specific interventions. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions, unlike children whose development is not supported or promoted. Direct care and education appear to be the most efficient interventions, especially for development of cognitive skills in early childhood.DOI: 10.17323/1814-9545-2012-1-200-228

467 citations

Journal ArticleDOI
TL;DR: In this article, a review of the evidence on the benefits of early childhood interventions is presented, focusing on studies applying a quasi-experimental or random assignment, and the authors find that children from different contexts and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood intervention.

402 citations


Cited by
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01 Jan 2006
TL;DR: For example, Standardi pružaju okvir koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima.
Abstract: Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

3,905 citations

Journal ArticleDOI
TL;DR: An ecobiodevelopmental framework is presented that suggests that many adult diseases should be viewed as developmental disorders that begin early in life and that persistent health disparities associated with poverty, discrimination, or maltreatment could be reduced by the alleviation of toxic stress in childhood.
Abstract: in fields of inquiry as diverse as neuroscience, molecular biology, genomics, developmental psychology, epidemiology, sociology, and economics are catalyzing an important paradigm shift in our un- derstanding of health and disease across the lifespan. This converging, multidisciplinary science of human development has profound impli- cations for our ability to enhance the life prospects of children and to strengthen the social and economic fabric of society. Drawing on these multiple streams of investigation, this report presents an ecobiodeve- lopmental framework that illustrates how early experiences and envi- ronmental influences can leave a lasting signature on the genetic predispositions that affect emerging brain architecture and long-term health. The report also examines extensive evidence of the disruptive impacts of toxic stress, offering intriguing insights into causal mech- anisms that link early adversity to later impairments in learning, be- havior, and both physical and mental well-being. The implications of this framework for the practice of medicine, in general, and pediatrics, specifically, are potentially transformational. They suggest that many adultdiseasesshouldbeviewedasdevelopmentaldisordersthatbegin early in life and that persistent health disparities associated with pov- erty, discrimination, or maltreatment could be reduced by the allevi- ation of toxic stress in childhood. An ecobiodevelopmental framework alsounderscoresthe needfornewthinking aboutthe focus andbound- aries of pediatric practice. It calls for pediatricians to serve as both front-line guardians of healthy child development and strategically po- sitioned, community leaders to inform new science-based strategies that build strong foundations for educational achievement, economic productivity, responsible citizenship, and lifelong health. Pediatrics

3,248 citations

Journal ArticleDOI
30 Jun 2006-Science
TL;DR: Evidence on the effects of early environments on child, adolescent, and adult achievement and how early inputs strongly affect the productivity of later inputs is summarized.
Abstract: This paper summarizes evidence on the effects of early environments on child, adolescent, and adult achievement. Life cycle skill formation is a dynamic process in which early inputs strongly affect the productivity of later inputs.

2,882 citations

Journal ArticleDOI
03 Jun 2009-JAMA
TL;DR: A scientific consensus is emerging that the origins of adult disease are often found among developmental and biological disruptions occurring during the early years of life as mentioned in this paper, and that these early experiences can affect adult health in 2 ways: cumulative damage over time or by the biological embedding of adversities during sensitive developmental periods.
Abstract: A scientific consensus is emerging that the origins of adult disease are often found among developmental and biological disruptions occurring during the early years of life. These early experiences can affect adult health in 2 ways—either by cumulative damage over time or by the biological embedding of adversities during sensitive developmental periods. In both cases, there can be a lag of many years, even decades, before early adverse experiences are expressed in the form of disease. From both basic research and policy perspectives, confronting the origins of disparities in physical and mental health early in life may produce greater effects than attempting to modify health-related behaviors or improve access to health care in adulthood.

2,065 citations