Early Child Care and Adolescent Functioning at the End of High School: Results from the NICHD Study of Early Child Care and Youth Development

Abstract

Relations between early child care and adolescent functioning at the end of high school ( M age = 18.3 years) were examined in a prospective longitudinal study of 1214 children. Controlling for extensive measures of family background, early child care was associated with academic standing and behavioral adjustment at the end of high school. More experience in center-type care was linked to higher class rank and admission to more selective colleges, and for females to less risk taking and greater impulse control. Higher quality child care predicted higher academic grades and admission to more selective colleges. Fewer hours in child care was related to admission to more selective colleges. These findings suggest long-term benefits of higher quality child care, center-type care, and lower child-care hours for measures of academic standing at the end of high school.