*3.3. Outcomes*

The association between a child development assessment tool of interest and educational attainment was measured by four of the 11 selected studies, as shown in Figure 3 [25,27–29]. Educational attainment was determined either by self-report of the number of school years completed or national registries that included school completion information. Six studies reported associations between a tool of interest and academic achievement [19–24]. There was more heterogeneity in the measurement of academic achievement, including standardized tests that were named (e.g., Iowa Test of Basic Skills, Metropolitan Achievement Test, and General Certificate of Secondary Education) or unnamed, as well as school grade point averages, either from school records or by self-

report. Only two studies assessed outcomes related to wealth, income, or socioeconomic status [25,26].

**Figure 3.** Included studies by outcome of interest. NOTES: The total number of studies listed exceeds the number of studies included in this review because [25] assessed both educational attainment and wealth. A detailed explanation for the high/neutral/low quality designation is provided in Section 3.4 below.
