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Uncovering Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects

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  • Michael Anderson

    (Massachusetts Institute of Technology Economics Department)

Abstract

The view that the returns to public educational investments are highest for early childhood interventions stems primarily from several influential randomized trials - Abecedarian, Perry, and the Early Training Project - that point to super-normal returns to preschool interventions. This paper presents a de novo analysis of these experiments, focusing on core issues that have received little attention in previous analyses: treatment effect heterogeneity, over-rejection of the null hypothesis due to multiple inference, and robustness of the findings to attrition and deviations from the experimental protocol. The primary finding of this reanalysis is that girls garnered substantial short- and long-term benefits from the interventions, particularly in the domain of total years of education. However, there were no significant long-term benefits for boys. These conclusions change little when allowance is made for attrition and possible violations of random assignment.

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File URL: http://128.118.178.162/eps/hew/papers/0509/0509008.pdf
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Bibliographic Info

Paper provided by EconWPA in its series HEW with number 0509008.

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Length: 44 pages
Date of creation: 25 Sep 2005
Date of revision: 26 Sep 2005
Handle: RePEc:wpa:wuwphe:0509008

Note: Type of Document - pdf; pages: 44
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Web page: http://128.118.178.162

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Keywords: preschool early intervention human capital education treatment effects;

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Cited by:
  1. Sam Berlinksi & Sebastian Galiani & Marco Manacorda, 2007. "Giving Children a Better Start: Preschool Attendance & School-Age Profiles," William Davidson Institute Working Papers Series wp860, William Davidson Institute at the University of Michigan.
  2. Joshua Angrist & Daniel Lang & Philip Oreopoulos, 2006. "Lead Them to Water and Pay Them to Drink: An Experiment with Services and Incentives for College Achievement," NBER Working Papers 12790, National Bureau of Economic Research, Inc.
  3. Philip Oreopoulos & Daniel Lang & Joshua Angrist, 2009. "Incentives and Services for College Achievement: Evidence from a Randomized Trial," American Economic Journal: Applied Economics, American Economic Association, vol. 1(1), pages 136-63, January.
  4. Milligan, Kevin & Stabile, Mark, 2009. "Do Child Tax Benefits Affect the Wellbeing of Children? Evidence from Canadian Child Benefit Expansions," CLSSRN working papers clsrn_admin-2009-21, Vancouver School of Economics, revised 13 Mar 2009.
  5. Justine S. Hastings & Thomas J. Kane & Douglas O. Staiger, 2006. "Gender and Performance: Evidence from School Assignment by Randomized Lottery," American Economic Review, American Economic Association, vol. 96(2), pages 232-236, May.
  6. Marianne Bitler & Hilary W. Hoynes, 2006. "Welfare Reform and Indirect Impacts on Health," NBER Working Papers 12642, National Bureau of Economic Research, Inc.
  7. Samuel Berlinski & Sebastian Galiani & Marco Manacorda, 2007. "Giving Children a Better Start: Preschool Attendance and School-Age Profiles," Working Papers 618, Queen Mary, University of London, School of Economics and Finance.

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