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"Unsettled Science on Longer-run Effects of Early Education:" A Response

Author

Listed:
  • Jorge Luis Garcia

    (Clemson University)

  • James J. Heckman

    (The University of Chicago)

Abstract

A recent comment published in Science argues that the evidence on the long-term effects of early childhood education is unsettled. We qualify this comment and contrast it with comprehensive studies based on established principles of scientific practice. Burchinal et al. (2024) base their assessment on flawed experimental evaluations. They mischaracterize the state of knowledge by selectively evaluating evidence and ignoring rigorous, long-term studies based on the Perry Preschool and Carolina Abecedarian Projects. High-quality early childhood education programs achieve consistent long-term benefits when proper controls and standardizations are applied. An essential mechanism for their success is fostering parental investment and effective parenting. We underscore the necessity of mechanism-focused research to guide early childhood education policies. Well-conducted studies demonstrate the long-term effectiveness of high-quality early education programs, including Head Start.

Suggested Citation

  • Jorge Luis Garcia & James J. Heckman, 2024. ""Unsettled Science on Longer-run Effects of Early Education:" A Response," Working Papers 2024-012, Human Capital and Economic Opportunity Working Group.
    • Handle: RePEc:hka:wpaper:2024-012
    Note: ECI
    as

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    File URL: http://humcap.uchicago.edu/RePEc/hka/wpaper/Garcia_Heckman_2024_unsettled-science-ECE-response.pdf
    File Function: First version, June 5, 2024
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    References listed on IDEAS

    as
    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. Patrick Kline & Christopher R. Walters, 2016. "Evaluating Public Programs with Close Substitutes: The Case of HeadStart," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 131(4), pages 1795-1848.
    3. Lia C. H. Fernald & Elizabeth Prado & Patricia Kariger & Abbie Raikes, 2017. "A Toolkit for Measuring Early Childhood Development in Low and Middle-Income Countries," World Bank Publications - Books, The World Bank Group, number 29000.
    4. 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, July.
    5. Frederik H. Bennhoff & Jorge Luis García & Duncan Ermini Leaf, 2024. "The Dynastic Benefits of Early-Childhood Education: Participant Benefits and Family Spillovers," Journal of Human Capital, University of Chicago Press, vol. 18(1), pages 44-73.
    6. Jorge Luis García & James J. Heckman & Duncan Ermini Leaf & María José Prados, 2020. "Quantifying the Life-Cycle Benefits of an Influential Early-Childhood Program," Journal of Political Economy, University of Chicago Press, vol. 128(7), pages 2502-2541.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    early childhood education; Perry Preschool Project; Abecedarian Project; evaluation of social programs;
    All these keywords.

    JEL classification:

    • I00 - Health, Education, and Welfare - - General - - - General
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • D04 - Microeconomics - - General - - - Microeconomic Policy: Formulation; Implementation; Evaluation

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