Early Childhood Programs: Lasting Benefits and Large Returns Camden. - PowerPoint PPT Presentation

Early Childhood Programs: Lasting Benefits and Large Returns Camden. October 30, 2015. Milagros Nores, PhD Steve Barnett, PhD

Potential Gains from ECEC Investments Educational Success and Economic Productivity  Achievement test scores  Special education and grade repetition  High school graduation  Behavior problems, delinquency, and crime  Employment, earnings, and welfare dependency  Smoking, drug use, depression Decreased Costs to Government  Schooling costs  Social services costs  Crime costs  Health care costs (teen pregnancy and smoking)

What does all the evidence say: Cognitive gains from 0-5 ECE in the US (123 studies since 1960) All Designs HQ Programs 1 0.9 0.8 0.7 0.6 Effects (sd) 0.5 0.4 0.3 0.2 0.1 0 Treatment End Ages 5-10 Age >10 Age at Follow-Up Note: 1 sd = achievement gap, so High Quality preschool closes nearly half the achievement gap

What do we know from the US meta-analyses? 1. Cognitive effects are positive and shrink after children enter school but do not disappear. 2. Higher quality programs have bigger effects, those with: – Intentional teaching – Individualization & small groups – Less emphasis on comprehensive services (Head Start is less effective for cognitive gains) 3. Effects on socialization and school success also persist 4. Larger short-term gains likely to produce larger long- term gains

In-depth look: The Big Three Abecedarian Chicago High/Scope (Perry) 1972 1985 1962 Year began Location Chapel Hill, NC Chicago, IL Ypsilanti, MI 111 1,539 123 Sample size RCT Matched RCT Design neighborhood Ages 6 wks-age 5 Ages 3-4 Ages 3-4 Full-day, year Half-day, school Half-day, school Program schedule round year year Barnett, W. S., & Masse, L. N. (2007). Early childhood program design and economic returns: Comparative benefit-cost analysis of the Abecedarian program and policy implications, Economics of Education Review, 26, 113-125; Temple, J. A., & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the Child-Parent Centers and related programs. Economics of Education Review, 26(1), 126-144 ; Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Educational Research Foundation.

High/Scope Perry Preschool: Educational Effects 15% Special Education (Cog.) 34% Age 14 achievement at 49% 10th %ile + 15% Graduated from high 66% school on time 45% 0% 10% 20% 30% 40% 50% 60% 70% Program group No-program group Berrueta-Clement, J.R., Schweinhart, L.J., Barnett, W.S., Epstein, A.S., & Weikart, D.P. (1984). Changed lives: The effects of the Perry Preschool Program on youths through age 19 . Ypsilanti, MI: High/Scope Press.

Perry Preschool: Economic Effects at 40 60% Earned > $20K 40% 76% Employed 62% 76% Had Savings Account 50% 0% 10% 20% 30% 40% 50% 60% 70% 80% Program group No-program group Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Educational Research Foundation.

Perry Preschool: Crime Effects at 40 36% Arrested > 5X 55% 33% Violent Crime 48% 14% Drug Crime 34% 0% 10% 20% 30% 40% 50% 60% Program group No-program group Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Educational Research Foundation.

Abecedarian : Academic Benefits 31% Special Education 49% 34% Grade Repeater 65% 67% HS Graduation 51% 36% 4 Yr College 13% 0% 10% 20% 30% 40% 50% 60% 70% 80% Program group No-program group Barnett, W. S., & Masse, L. N. (2007). Early childhood program design and economic returns: Comparative benefit-cost analysis of the Abecedarian program and policy implications, Economics of Education Review, 26, 113-125; Campbell, F.A., Ramey, C.T., Pungello, E., Sparling, J., & Miller-Johnson, S. ( 2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6 (1), 42-57.

Chicago CPC: Academic and Social Benefits at School Exit 50% HS Graduation 39% 14% Special Education 25% 23% Grade Repeater 38% 17% Juvenile Arrest 25% 0% 10% 20% 30% 40% 50% 60% Program group No-program group Temple, J. A., & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the Child-Parent Centers and related programs. Economics of Education Review, 26(1), 126-144

In depth look: NJ Abbott, NJ’s Urban Pre -K Transformation • Teacher with BA & ECE + asst. in each class; • Full-day (6 hour educational day), 180-day program, plus extended day/full year; • Access to all 3 and 4 yr. olds in 31 school systems; • Maximum class size of 15 students; • Evidence-based curricula; • Early learning standards and program guidelines; • Support for potential learning difficulties; and • Professional development for key staff.

NJ Raised Quality in Public and Private 60 50 47.4 Percentage of Classrooms 40 34.6 32.2 27.7 30 19.9 20 16.0 12.1 10 4.2 3.9 1.7 0.2 0.0 0 1.00-1.99 2.00-2.99 3.00-3.99 4.00-4.99 5.00-5.99 6.00-7.00 ECERS-R Score (1=minimal, 3=poor 5= good 7=excellent) 00 Total (N = 232) 08 Total (N = 407)

1 Year of NJ Abbott Pre-K: Effects Over Time 0.50 0.45 0.40 0.35 0.30 0.25 0.20 0.15 0.10 0.05 0.00 KAPPLES1 2APPLES1 4/5APPLES1 PPVT Read Math

2 Years of Abbott Pre-K Effects Over Time 0.50 0.45 0.40 0.35 0.30 0.25 0.20 0.15 0.10 0.05 0.00 KAPPLES2 2APPLES2 4/5APPLES2 PPVT Read Math

NJ Effects on Achievement Grades 4 and 5 0.50 0.45 0.40 . 37 . 37 0.35 . 29 0.30 . 26 0.25 . 22 . 18 0.20 . 17 . 17 . 14 0.15 . 12 0.10 0.05 0.00 LAL 4th LAL 5th Math 4th Math 5th Science 4 th 1 year Abbott pre-k 2 year Abbott pre-k

NJ Effects on Retention & Special Education at Grade 5 20% 19% 17% 18% 16% 14% 12% 12% 12% 10% 8% 6% 4% 2% 0% Retention Special Education Abbott pre-K No Abbott pre-K

Increased Quality in NJ Pre-K Improved Education Outcomes • Gains in language, literacy, math • 2 years have twice the effect of 1 • 2 years closed 40% of the achievement gap • Effects sustained through 2 nd grade • Grade repetition cut in half by 2nd grade

In depth look: Boston’s Pre -K • Redirecting existing funds to quality improvement • Boston Public Schools’ (BPS) universal preK program: rapid expansion, 2006-2008; BA level teachers paid at K12 scale • 2008 assessment of observed quality: mediocre levels • Decision to stop expansion and invest in quality through developmentally focused curricula + coaching • Choose evidence-based language and math curricula (OWL and Building Blocks) for district-wide implementation • In-classroom coaching supports Weiland & Yoshikawa, 2013, Child Development 19

In depth look: Boston’s Pre -K • Rigorous regression discontinuity design • 2,018 children included • 85% of district schools and 70% of students in those schools • Diverse student population – 11% Asian, 27% Black, 41% Hispanic, 3% Other, 18% White – Home language: 50% English, 27% Spanish, 22% Other – 69% receive free/reduced lunch, 9% students with disabilities • Counterfactual: Majority of control group children were enrolled in other preschool programs • Studied: What are the causal impacts of BPS preschool on children’s language, pre -literacy, math, and executive function at the beginning of kindergarten? Weiland & Yoshikawa, 2013, Child Development

Largest effects on language and math of public preschool to date in the US Weiland & Yoshikawa, 2013, Child Development 0.7 0.62*** 0.59*** 0.6 0.50*** 0.44*** 0.5 effect size 0.4 0.3 0.2 0.1 0 PPVT-III W-J LW (early W-J AP (numeracy) REMA Short (vocabulary) reading) (numeracy, geometry) 21

Positive “Spillover” Effects on All Three Dimensions of Executive Function Skills Weiland & Yoshikawa, 2013, Child Development 0.7 0.6 0.5 effect size 0.4 0.28*** 0.24*** 0.24*** 0.21*** 0.3 0.2 0.11 0.1 0 Backward DS Forward Digit Pencil Tap DCCS TOQ Attention (working Span (inhibitory (inhibitory (att. shifting) memory) (working control) control) memory) 22

Large reductions in societal disparities at school entry • Subgroups of interest: Free/reduced lunch (poverty status), race/ethnicity • Boston Public Schools Preschool program: • Reduced disparities substantially by class and race • Completely eliminated disparities between Latino and White students in early literacy and math skills. Weiland & Yoshikawa, 2013, Child Development 23