This paper examines the associations between attendance at early childhood education (ECE) and longer-term academic attainment and socioeconomic wellbeing in a New Zealand birth cohort studied to age 30. Nearly 95% of the cohort had attended ECE by age 5. After adjustment for family background and child characteristics, results showed statistically significant trends for increasing duration of ECE attendance to be associated with: greater attainment of high school and university qualifications and higher adult socioeconomic wellbeing (income, employment, occupational status); effect size estimates were small to moderate. No evidence was found for differential effects of ECE attendance across subgroups defined by child: ethnicity, gender, parental education or socioeconomic status. The implications of these findings are discussed.

中文翻译：

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幼儿教育和后期教育成就以及 30 岁之前的社会经济福祉结果

本文研究了新西兰出生队列研究至 30 岁的儿童早期教育 (ECE) 出勤率与长期学业成绩和社会经济福祉之间的关联。近 95% 的队列在 5 岁时参加了 ECE。调整后家庭背景和儿童特征，结果显示 ECE 就读持续时间增加的统计学显着趋势与以下相关：更高的高中和大学学历和更高的成人社会经济福祉（收入、就业、职业地位）；效应量估计值小到中等。没有证据表明 ECE 出勤对儿童定义的亚组有不同影响：种族、性别、父母教育或社会经济地位。讨论了这些发现的含义。