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Benefits of Early Childhood Interventions across the World: (Under) Investing in the Very Young

September 17, 2018 InternationalOutcomes

By Nores, M. & Barnett, W.S. (2010) This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional,…

State of the science on implementation research in early child development and future directions

May 24, 2018 AssessmentQuality and Curriculum

By Aboud, F.E., Yousafzai, A.K., & Nores, M. (2018) We summarize the state of the field of implementation research and practice for early child development and propose recommendations. First, conclusions are drawn regarding what is generally known about the implementation of early childhood development programs, based on papers and discussions leading to a published series…

Implementing aeioTU: quality improvement alongside an efficacy study—learning while growing

May 24, 2018 InternationalQuality and Curriculum

By Nores, M., Figueras-Daniel, A., Lopez, M.A. & Bernal, R. (2018) Effectiveness trials of increasing childhood development interventions across low‐ and middle‐income countries have shown significant variability. The strength and consistency of benefits for children are dependent on program quality, and this requires paying attention to program implementation. In this paper, we summarize findings on…

Building capacity in health and education systems to deliver interventions that strengthen early child development

May 24, 2018 Governance and AccountabilityInternationalWorkforce

By Nores, M. & Fernandez, C. (2018) Building capacity within health and education systems of low‐ and middle‐income countries in order to deliver high‐quality early childhood services requires coordinated efforts across sectors, effective governance, sufficient funding, an adequate workforce, reliable data systems, and continuous monitoring, evaluation, and improvement cycles; it also requires partnerships with the…

State Prekindergarten Effects on Early Learning at Kindergarten Entry: An Analysis of Eight State Programs

March 27, 2018 AssessmentOutcomesQuality and CurriculumState Pre-K Evaluations
W. Steven Barnett, Ph.D.

State-funded prekindergarten programs are increasingly common across the country. This study published online in AERA Open estimated the effects of eight state-funded pre-K programs in Arkansas, California, Michigan, New Jersey, New Mexico, Oklahoma, South Carolina and West Virginia on children’s learning using a regression discontinuity design. These programs vary with respect in the population served, program design,…

Cost-effectiveness analysis for state and local decision making: An application to half-day and full-day preschool special education programs.

February 22, 2018 Economics and FinanceOutcomesSpecial Education

By Barnett, W. S. (1987) The following article presents the results of a cost-effectiveness analysis in which half-day and full-day intervention programs for handicapped preschoolers were compared. The research sample consisted of 39 matched pairs of handicapped 4-year-olds in nine half- and nine full-day classrooms. Program effectiveness was evaluated using cognitive and expressive language scores from…

The economics of preschool special education under Public Law 99-457.

February 22, 2018 Special EducationState & Local

By Barnett, W. S. (1988). State policy makers face important choices in responding to P.L. 99–157 that will greatly affect the future course of preschool special education and have important educational and economic implications. This paper reviews the current situation in preschool special education: who is served, how they are served, and what it costs. It…

A contingent valuation approach to measuring the benefits of preschool education.

February 22, 2018 Economics and FinanceSpecial Education

By Escobar, C. M., Barnett, W. S., & Keith, J. E. (1988). It is difficult to quantify and value many of the benefits of education. This paper illustrates the use of contingent valuation to obtain more complete estimates of the economic value of difficult-to-measure benefits of preschool education for handicapped children and presents a general approach…

The economics of early intervention for handicapped children: What do we really know?

February 22, 2018 AssessmentSpecial Education

By Barnett, W. S., & Escobar, C. M. (1988). From an economic perspective, early intervention is an investment that can be evaluated in terms of its costs and the benefits it yields through improvements in the quality of children’s lives and indirect returns to the community, such as reduced special education costs. In this article, the…

Economic analysis as a tool for early intervention research.

February 22, 2018 Economics and Finance

By Barnett, W. S. (1988). Although economic analysis is complicated and has limitations, it is a workable method capable of producing a great deal of information about the value of early interventions. Procedures for conducting a cost analysis, cost-benefit analysis, or cost-effectiveness analysis are outlined, along with a review of the approach’s advantages and limitations.