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Browsing by topic: Outcomes

Journal Articles

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,…

Benefits of compensatory preschool education.

February 22, 2018 Outcomes

By Barnett, W. S. (1992). Although there is widespread agreement that compensatory preschool education can produce short-term gains in test scores, its ability to produce meaningful long-term improvements in educational and economic success has been questioned. This paper reviews the evidence regarding long-term effects, including a classical experiment and benefit-cost analysis. It is concluded that compensatory…

Developmentally appropriate public school preschool: A study of implementation of the High/Scope curriculum and its effects on disadvantaged children’s skills at first grade.

February 22, 2018 Outcomes

By Frede, E. & Barnett, W. S. (1992). Although preschool for disadvantaged children is strongly supported nationally as a beneficial endeavor, the research that underlies this support has mostly been limited to small-scale, high-quality programs. Some have questioned the ability of public schools to provide similar experiences and outcomes for young children. This study finds that…

Obstacles and opportunities: Some simple economics of school finance reform.

February 22, 2018 Economics and FinanceOutcomes

By Barnett, W. S. (1994). The rapid growth in education expenditure in a time of declining earnings and increased economic inequality presents both obstacles and opportunities for school finance reform. Opportunities are greatest for reforms that increase funding for low-achieving students, rather than schools, based on efficiency arguments. Special-education policy is one possible model for such…

Long-term effects of early childhood programs on cognitive and school outcomes

February 22, 2018 OutcomesQuality and Curriculum

By Barnett, W. S. (1995) The extent to which early childhood programs produce long-term benefits in children’s cognitive development, socialization, and school success is a matter of some controversy. This article reviews 36 studies of both model demonstration projects and large-scale public programs to examine the long-term effects of these programs on children from low-income families….

Long-term cognitive and academic effects of early childhood education on children in poverty

February 22, 2018 Economics and FinanceOutcomes

By Barnett, W. S. (1998). It is generally accepted that early childhood education improves the cognitive performance of children in poverty in the short-term, but whether cognitive effects persist in the long-term is hotly debated. This paper presents the results of a critical review of 38 studies of the long-term effects of early childhood programs on…

Who reads to young children? Identifying predictors of family reading activities.

December 19, 2017 Outcomes

By Yarosz, D. & Barnett, W. S. (2001). Who reads to young children? Analyses of data from the National Household Education Survey of 1995 (NHES:95) are performed to investigate the influences on the frequency of parental reading to young children. The NHES:95 data set is based on a national survey of households utilizing random digit dialing…

The importance of demographic, social, and political context for estimating policy impacts: Comment on “Implementing New York’s Universal Prekindergarten Program.

December 15, 2017 OutcomesState & Local

By Barnett, W. S. (2007). Morrissey, Leikes, and Cochran (2007) raise concerns about potential negative effects of state pre-kindergarten (pre-K) on the early care and education system. To put their study in context, I reviewed national demographic and enrollment trends. I found little evidence of negative effects from state pre-K policy. One reason may be…

An effectiveness-based evaluation of five state pre-kindergarten programs.

December 15, 2017 OutcomesQuality and Curriculum

By Wong, V. C., Cook, T. D., Barnett, W. S., & Jung, K. (2008). Since 1980, the number of state pre-kindergarten (pre-K) programs has more than doubled, with 38 states enrolling more than one million children in 2006 alone. This study evaluates how five state pre-K programs affected children’s receptive vocabulary, math, and print awareness skills….

Educational effects of the Tools of the Mind curriculum: A randomized trial.

December 15, 2017 OutcomesQuality and Curriculum

By Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). The effectiveness of the Tools of the Mind (Tools) curriculum in improving the education of 3- and 4-year-old children was evaluated by means of a randomized trial. The Tools curriculum, based on the work of Vygotsky, focuses…