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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,…

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…

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 OutcomesQuality and Curriculum

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…

Revving up Head Start: Lessons from recent research.


December 15, 2017 OutcomesQuality and Curriculum

By Barnett, W. S. (2007). For over 40 years, Head Start has been the nation’s largest comprehensive child development program for 3- and 4-year-old children in low-income families. Although it is frequently described as a compensatory education program, Head Start provides education, social, health, and nutritional services to children and their parents, in an attempt…