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Gender Differences in the Benefits of an Influential Early Childhood Program

Listed author(s):
  • García, Jorge Luis

    ()

    (University of Chicago)

  • Heckman, James J.

    ()

    (University of Chicago)

  • Ziff, Anna

    ()

    (University of Chicago)

This paper estimates gender differences in life-cycle impacts across multiple domains of an influential enriched early childhood program targeted toward disadvantaged children that was evaluated by the method of random assignment. We assess the impacts of the program on promoting or alleviating population differences in outcomes by gender. For many outcomes, boys benefit relatively more from high-quality center childcare programs compared to low-quality programs. For them, home care, even in disadvantaged environments, is more beneficial than lower-quality center childcare for many outcomes. This phenomenon is not found for girls. We investigate the sources of the gender differentials in impacts.

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Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 10758.

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Length: 38 pages
Date of creation: May 2017
Handle: RePEc:iza:izadps:dp10758
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  1. James Heckman & Seong Hyeok Moon & Rodrigo Pinto & Peter Savelyev & Adam Yavitz, 2010. "Analyzing social experiments as implemented: evidence from the HighScope Perry Preschool Program," CeMMAP working papers CWP22/10, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
  2. Elizabeth Cascio & Diane Whitmore Schanzenbach, 2013. "The Impacts of Expanding Access to High-Quality Preschool Education," Brookings Papers on Economic Activity, Economic Studies Program, The Brookings Institution, vol. 44(2 (Fall)), pages 127-192.
  3. Marianne Bertrand & Jessica Pan, 2013. "The Trouble with Boys: Social Influences and the Gender Gap in Disruptive Behavior," American Economic Journal: Applied Economics, American Economic Association, vol. 5(1), pages 32-64, January.
  4. Michael Baker & Jonathan Gruber & Kevin Milligan, 2008. "Universal Child Care, Maternal Labor Supply, and Family Well-Being," Journal of Political Economy, University of Chicago Press, vol. 116(4), pages 709-745, 08.
  5. Raquel Bernal & Michael P. Keane, 2011. "Child Care Choices and Children's Cognitive Achievement: The Case of Single Mothers," Journal of Labor Economics, University of Chicago Press, vol. 29(3), pages 459-512.
  6. Janet Currie, 2011. "Inequality at Birth: Some Causes and Consequences," American Economic Review, American Economic Association, vol. 101(3), pages 1-22, May.
  7. Patrick Kline & Christopher R. Walters, 2016. "Evaluating Public Programs with Close Substitutes: The Case of HeadStart," The Quarterly Journal of Economics, Oxford University Press, vol. 131(4), pages 1795-1848.
  8. James Heckman & Neil Hohmann & Jeffrey Smith & Michael Khoo, 2000. "Substitution and Dropout Bias in Social Experiments: A Study of an Influential Social Experiment," The Quarterly Journal of Economics, Oxford University Press, vol. 115(2), pages 651-694.
  9. James Heckman & Seong Hyeok Moon & Rodrigo Pinto & Peter Savelyev & Adam Yavitz, 2010. "Analyzing social experiments as implemented: A reexamination of the evidence from the HighScope Perry Preschool Program," Quantitative Economics, Econometric Society, vol. 1(1), pages 1-46, 07.
  10. Marianne P. Bitler & Hilary W. Hoynes & Thurston Domina, 2014. "Experimental Evidence on Distributional Effects of Head Start," NBER Working Papers 20434, National Bureau of Economic Research, Inc.
  11. David H. Autor & David N. Figlio & Krzysztof Karbownik & Jeffrey Roth & Melanie Wasserman, 2016. "Family Disadvantage and the Gender Gap in Behavioral and Educational Outcomes," CESifo Working Paper Series 5925, CESifo Group Munich.
  12. Michael Baker & Jonathan Gruber & Kevin Milligan, 2015. "Non-Cognitive Deficits and Young Adult Outcomes: The Long-Run Impacts of a Universal Child Care Program," NBER Working Papers 21571, National Bureau of Economic Research, Inc.
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