Working Paper: NBER ID: w28722
Authors: Elizabeth U. Cascio
Abstract: This chapter concerns the state of the literature on early childhood education (ECE) – formal programs offering group instruction for children younger than the standard eligibility age for public education. I describe how ECE programs can be convincingly evaluated and why they may or may not work to narrow gaps in well-being across the lifecycle. The methods, the findings from their application, and their proper interpretation rest critically on who participates and when and where that participation is situated. Because there is a great deal of variation in the answers to these questions even within the United States, I focus on the U.S. experience. Over the past two decades, we have made considerable progress understanding the impacts of large-scale ECE participation in the U.S., as the literature has moved away from – despite being still strongly influenced by – small-scale model interventions. And yet, there is still much to be learned about the long-term effects of participating in ECE programs operating at scale, the mechanisms linking large-scale ECE interventions to later-life well-being, and the effects of ECE quality conditional on ECE participation.
Keywords: No keywords provided
JEL Codes: H75; I24; I28; J24; N32
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Fadeout in achievement effects as children age (D15) | Complicates interpretation of long-term impacts (D15) |
| Participation in ECE programs (I24) | Narrow socioeconomic gaps in wellbeing (I31) |
| Higher quality ECE (L15) | Better developmental outcomes (I25) |
| Participation in ECE programs (I24) | Changes in maternal labor supply (J22) |
| Participation in ECE programs (I24) | Changes in parenting practices (J12) |
| Participation in ECE programs (I24) | Immediate benefits on non-test outcomes (I21) |