LEADER 05689oam 22007214a 450 001 9910324047903321 005 20230803214202.0 010 $a0-88099-483-5 035 $a(CKB)3710000000721094 035 $a(EBL)4539981 035 $a(OCoLC)907647688 035 $a(SSID)ssj0001677816 035 $a(PQKBManifestationID)16486837 035 $a(PQKBTitleCode)TC0001677816 035 $a(PQKBWorkID)12952015 035 $a(PQKB)10738698 035 $a(MiAaPQ)EBC4539981 035 $a(MdBmJHUP)muse77192 035 $a(EXLCZ)993710000000721094 100 $a20150420d2014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFrom Preschool to Prosperity$eThe Economic Payoff to Early Childhood Education /$fTimothy J. Bartik 210 1$aKalamazoo, Michigan :$cW.E. Upjohn Institute for Employment Research,$d2014. 210 4$dİ2014. 215 $a1 online resource (130 p.) 225 0 $aWE focus series 300 $aDescription based upon print version of record. 311 $a0-88099-482-7 320 $aIncludes bibliographical references and index. 327 $aIntroduction : What are early childhood education programs? ; What are the benefits from early childhood education? ; How can early childhood education affect the child's future life course? ; A proposal for early childhood education ; The plan of the book -- 2. What is the evidence on the earnings effects of high-quality early childhood education, and why should we believe it? : Why the research evidence for early childhood education is credible ; Random assignment studies ; Other long-term studies with good comparison groups: Head Start ; The Chicago Child-Parent Center Program ; Predicting long-term earnings effects from short-term test score effects ; Infant health and development program ; North Carolina's Smart Start Program, and more at four ; State and local pre-K programs: the regression discontinuity evidence ; Summary of the evidence -- 3. How do the adult earnings benefits of high-quality early childhood education compare to costs? : Future earnings versus present costs ; Parental earnings ; Are these effects large? ; Closing comments -- 4. Criticisms of the research evidence : Criticism 1: The evidence for early childhood education's benefits only comes from small and expensive experiments run a long time ago ; Criticism 2: Early childhood education is argued to be ineffective because the recent Head Start experiment has test score effects that quickly faded to statistical insignificance ; Criticism 3: Why haven't Oklahoma and Georgia, two states that have prominently adopted universal pre-K, been more obviously successful in improving test scores and other social indicators? ; Criticism 4: The recent Tennessee pre-K experiment shows that test score effects quickly fade, which raises questions about whether state pre-K programs are effective ; Concluding comments -- 5. How can early childhood education programs best be designed? : Quality of teacher-child interactions ; Class size and teacher credentials ; Middle-class children ; Program duration ; Earlier versus later interventions -- 6. Spillover benefits: how does early childhood education affect other groups than those families directly served by these programs? : Skill spillovers ; Peer effects in education ; Spillovers from reducing crime ; Government/taxpayer benefits ; Pre-K: the next generation ; Concluding comments -- 7. A proposed early childhood education strategy : Full-day universal pre-K for four-year-olds ; Targeted educare/abecedarian for all disadvantaged children ; Nurse family partnership for all disadvantaged first-time mothers ; Costs ; Aggregate benefits ; Accountability and quality improvement ; What level of government should be responsible for early childhood education? ; Concluding comments -- 8. Why early childhood education makes sense now: ECE's place in the ongoing struggle for broader economic opportunities : Labor supply and labor demand ; History matters ; The continuing argument over expanding educational access ; But why early childhood education? And why now? ; Doing the good we know how to do. 330 $aThis Bbook explores the economic payoffs to investment in early childhood education. 410 0$aWE focus series. 606 $aEducation, Preschool$xEconomic aspects$2fast$3(OCoLC)fst00903173 606 $aEducation, Preschool$2fast$3(OCoLC)fst00903161 606 $aEarly childhood education$xEconomic aspects$2fast$3(OCoLC)fst00900607 606 $aEarly childhood education$2fast$3(OCoLC)fst00900596 606 $aEDUCATION$xPreschool & Kindergarten$2bisacsh 606 $aEducation, Preschool$zUnited States 606 $aEarly childhood education$zUnited States 606 $aEducation, Preschool$xEconomic aspects$zUnited States 606 $aEarly childhood education$xEconomic aspects$zUnited States 607 $aUnited States$2fast 615 0$aEducation, Preschool$xEconomic aspects. 615 0$aEducation, Preschool. 615 0$aEarly childhood education$xEconomic aspects. 615 0$aEarly childhood education. 615 0$aEDUCATION$xPreschool & Kindergarten. 615 0$aEducation, Preschool 615 0$aEarly childhood education 615 0$aEducation, Preschool$xEconomic aspects 615 0$aEarly childhood education$xEconomic aspects 676 $a372.210973 700 $aBartik$b Timothy J$0994363 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910324047903321 996 $aFrom Preschool to Prosperity$92439342 997 $aUNINA