Inputs in the Production of Early Childhood Human Capital: Evidence from Head Start

• 成果类型: Article
• 署名作者: Walters, Christopher R.
• 署名单位: University of California System; University of California Berkeley
• 刊物名称: AMERICAN ECONOMIC JOURNAL-APPLIED ECONOMICS
• ISSN/ISSBN: 1945-7782
• DOI: 10.1257/app.20140184
• 发表日期: 2015
• 页码: 76-102
• 关键词: instrumental variables; early intervention; sample properties; perry preschool; teachers; impacts; achievement; inference; outcomes; QUALITY

摘要

This paper uses data from a randomized evaluation of Head Start to answer two questions: (i) How much do short-run causal effects vary across Head Start centers? and (ii) Do observed inputs explain this variation? I find that the cross-center standard deviation of cognitive effects is 0.18 test score standard deviations, which is larger than typical estimates of variation in teacher or school effectiveness. Centers offering full-day service and home visiting are more effective, while centers that draw more children from center-based preschool have smaller effects. Other key inputs, including the High/Scope curriculum, teacher education, and class size are not correlated with Head Start effectiveness.