Early Childhood Education Interventions for Racially Minoritized Children: A Systematic Review

Racially and ethnically minoritized (REM) children continue to face inequitable access and experiences to high-quality early care and education (ECE). However, there is a need to systematically examine whether REM children benefit from ECE, to what extent, and for what outcomes. A rigorous review process was used to systematically identify and review research studies aimed at improving outcomes for Black or other REM children. The screening process resulted in 89 articles deemed relevant for review. Results suggest significant outcomes with some differences in outcomes based on the primary racial/ethnic group. The implications for practice and policy are further discussed.