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Head Start, Four Years After Completing the Program

Author

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  • Kim, Young-Joo

    (Kingston University London)

Abstract

This paper studies the effect of the Head Start program on children's achievements in reading and math tests during their first 4 years of schooling after completing the program. Using nationally representative data from the Early Childhood Longitudinal Study (ECLS), I examine reading and math test scores in kindergarten, first grade and third grade years. With matching estimation, I find that black children make modest progress towards the third grade by attending Head Start, whereas white and Hispanic children do not seem to gain from attending the program. Moreover, with Head Start verification data from ECLS-K, it is found that there are large measurement errors in the parental report on their children's Head Start attendance and this is large enough to affect the inference about the effect of Head Start.

Suggested Citation

  • Kim, Young-Joo, 2010. "Head Start, Four Years After Completing the Program," Economics Discussion Papers 2010-1, School of Economics, Kingston University London.
    • Handle: RePEc:ris:kngedp:2010_001
    as

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    More about this item

    Keywords

    Head Start; selection bias; matching; measurement error;
    All these keywords.

    JEL classification:

    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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