Program Effectiveness
Policy Brief/Analysis
Early Childhood Development and Social Mobility
Date
October 1, 2006
By W. Steven Barnett and Clive R. Belfield NIEER Policy Report (October 2006)
Summary This policy report examines the effects of preschool education on social mobility in the United States, noting that many current programs fail to enroll even half of low-income 3- and 4-year-olds or to improve learning and development, and explaining that intensive interventions, featuring highly qualified teachers and small class sizes, such as the model Abecedarian and Perry Preschool programs, are the most effective. The authors conclude that increased investment in preschool could raise social mobility. Increasing the educational effectiveness of early childhood programs as well as increasing participation rates would provide for greater gains in social mobility.
The Authors
W. Steven (Steve) Barnett is a Board of Governors Professor and the founder and Senior Co-Director of the National Institute for Early Education Research (NIEER) at Rutgers University. Dr. Barnett’s work primarily focuses on public policies regarding early childhood education, child care, and child development.