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Long Term Impacts of Compensatory Preschool on Health and Behavior: Evidence from Head Start

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  • Carneiro, Pedro

    ()
    (University College London)

  • Ginja, Rita

    ()
    (Uppsala University)

Abstract

This paper provides new estimates of the medium and long-term impacts of Head Start on the health and behavioral problems of its participants. We identify these impacts using discontinuities in the probability of participation induced by program eligibility rules. Our strategy allows us to identify the effect of Head Start for the set of individuals in the neighborhoods of multiple discontinuities, which vary with family size, state and year (as opposed to a smaller set of individuals neighboring a single discontinuity). Participation in the program reduces the incidence of behavioral problems, serious health problems and obesity of male children at ages 12 and 13. It also lowers depression and obesity among adolescents, and reduces engagement in criminal activities for young adults.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 6315.

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Length: 93 pages
Date of creation: Jan 2012
Date of revision:
Publication status: forthcoming in: American Economic Journal: Economic Policy
Handle: RePEc:iza:izadps:dp6315

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Related research

Keywords: regression discontinuity design; early childhood development; non-cognitive skills; Head Start;

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References

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  16. David Deming, 2009. "Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head Start," American Economic Journal: Applied Economics, American Economic Association, vol. 1(3), pages 111-34, July.
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Cited by:
  1. Heckman, James J. & Kautz, Tim, 2013. "Fostering and Measuring Skills: Interventions That Improve Character and Cognition," IZA Discussion Papers 7750, Institute for the Study of Labor (IZA).
  2. Apps, Patricia & Mendolia, Silvia & Walker, Ian, 2013. "The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort," Economics of Education Review, Elsevier, vol. 37(C), pages 183-199.

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