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Longitudinal Studies

Longitudinal Studies. The ultimate Goal for many extension faculty is to implement programs that result in permanent, positive change in human social behavior.

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Longitudinal Studies

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  1. Longitudinal Studies • The ultimate Goal for many extension faculty is to implement programs that result in permanent, positive change in human social behavior. • There is one tool that must be utilized if you are to accomplish this goal. This is a longitudinal study. ONLY longitudinal studies can help you determine if changes are persistent across time, maturation and other environmental factors.

  2. Longitudinal Studies • Purpose • To show trends across time (i.e., as children attend school, they become increasingly competent in their social skills.) • To document change in individual behavior and/or attitudes across time (i.e., Fred gets smarter as he gets older.) • To compare individuals across time. (i.e., Girls do relatively well to boys in school, and the academic gap increases across time.)

  3. Secondary Longitudinal Data Sets • There are a number of national longitudinal data sets that researchers may access. Some of the ones that may be of interest to 4-H and extension faculty include: • National Longitudinal Survey of Youth • Adolescent Health Data Set • Panel Study of Income Dynamics

  4. Surveys, Case Studies and Longitudinal Studies • Texas Service Learning Study as an Example • Case Studies Different Service Learning Schools were selected. Each year for several years, numerous aspects of their programs were studied. The sensitizing concept was “impact” of service learning on students across time. Service learning materials were collected from teachers. Teachers and students were surveys. Comparisons were made across schools and across times. • Surveys • A random sample was drawn, and surveys were constructed. Students were surveyed while in first, second, third, fourth and fifth grades. With minor modifications, the same survey was administered every year. Results were then compared across time to determine if participation in Service Learning may have a cumulative impact across time.

  5. Field Trials or Experiments • Example of a FAMOUS Longitudinal Field Trial • The Perry Preschool Field Experiment/Trial • In the 1960s, low income children in the US went to Head Start. • Studies were done to evaluate the program. First researchers • compared the IQ scores of the Head Start group to a control group. • See the following slide for the results. • Parents and researchers felt IQ was not a good and valid indicators • of the impact of Head Start. A consortium of researchers selected • small subgroup of Head Start students and compared them to a • control group over 19 years. See slide 7. • Once they evaluated the program, they calculated the savings, to the government, of Head Start. See slide 8.

  6. The Head Start Program - A Famous Field Experiment IQ

  7. Experiments and Longitudinal Studies • Field Trials or Experiments • The following slide shows the results of this longitudinal study when students reach the age of 19. These same academic and social success indicators measured actual behavior and continued to be tracked over their lifetime. The indicators included: • Arrest rates • Pregnancy rates • Various measures of school success and advancement (i.e., grade advancement, graduation rates etc.,) • Employment rates • Crime rates

  8. Schooling Success High School Graduation or GED College or Vocation Functional Competence Classified as Mentally Retarded Years in Special Education School Responsibility Detained or Arrested Teen Pregnancy Socioeconomic Success Employed Received Welfare Slide 9

  9. Experiments and Longitudinal Studies • The Perry Preschool Program • The Control and Experimental Groups were compared on these indicators across time (i.e., academic success was compared across these groups across time to see if the difference noted in the first years decreased, increased or remained the same across time). • The indicators were compared across time for the Experimental Group (i.e., academic success was compared across time to see if the “impact” of going to preschool decreased with time).

  10. Policy Implications This study had tremendous policy implications. The group (e.g., The Perry Preschool Program) was part of the Head Start Program. Partly, as a result of this research, Head Start continues to receive support and resources from the federal government to educate low-income preschool children.

  11. Strengthens and Weaknesses of Longitudinal Data • Strengths • Allows you to assess the persistence of impacts across time and place. • Allows you to assess how time, maturation and other environmental factors can influence impacts across time. • Weaknesses • Time consuming • Expensive • Attrition rates over time can lead to same sample sizes

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