Menu Close

Resources related to cognitive, behavioral and social-emotional outcomes

Outcomes

The Macroeconomics of Pre-Schooling: Simulating the Effects of Universal Early Childhood Education on the U.S. Economy


March 2006
Clive R. Belfield and Andre Neveu

In this NIEER working paper, the authors use a general equilibrium macroeconomic model to estimate the economic consequences of a large-scale, publicly-funded preschool program.

What Impacts Does Preschool Education Have on Personal Responsibility and Related Social Behavior?


March 2006
Karen L. Schulman and W. Steven Barnett

Several studies show that high-quality preschool education programs influence attitudes and behaviors with respect to school, family, work, and community not just during the early years of life, but into adulthood. While summarizing key discoveries regarding the benefits of preschool participation, the authors of this NIEER report recommend further research to clarify the how preschool programs can produce the greatest long-term benefits for children’s social and emotional development and life choices.

Preschool Effects on Hispanic Children’s Cognitive Development


March 2006
Luis M. Laosa

This working paper explores whether the cognitive benefits of preschool education generalize to children from specific cultural or ethnolinguistic backgrounds, particularly children from the Hispanic population.

The Effects of Investing in Early Education on Economic Growth


January 2006

This paper develops a model that takes into account a wide range of assumptions for determining the long-term effects of early education on growth and the national economy.

Policy Report – Making the Most of Kindergarten


March 2005

This policy report examines academic and social outcomes of half-day versus full-day kindergarten and trends in provision of full-day programs. Recommendations include balancing anticipated gains from expanding kindergarten schedules against cost considerations and developing classroom and teacher support strategies when moving to full-day.

Effects of Preschool on Educational Achievement


March 2005
Luis M. Laosa

Can current school reform policies like the No Child Left Behind Act close the achievement gap?

Policy Report – Overlooked Benefits of Prekindergarten


March 2005

Studies suggest that prekindergarten can strengthen a child’s commitment and attitude toward school, enhance the parenting skills of children’s parents, and have positive impacts on family relationships. This policy report summarizes research findings about these wider benefits of early education.

Policy Report – Prepared for Kindergarten: What Does “Readiness” Mean?


March 2005

This policy report examines key issues for public policy related to school readiness, the relationship between school readiness and other factors in young children’s lives, and challenges in readying children for kindergarten.

Policy Report – Promoting Children’s Social and Emotional Development Through Preschool Education


March 2005

This policy report describes the importance of social and emotional development of children, reviews the evidence that high-quality preschool can promote social and emotional development, and describes characteristics of programs most likely to benefit children.

Policy Report – The Benefits of Prekindergarten for Middle Income Children


March 2005

This policy report analyzes what the research says about access to and gains made in high-quality preschool programs by children from middle-income families. Recommendations include expanding publicly funded preschool programs to include middle-income children and strengthening standards for child care and early education programs.