Inputs in the Production of Early Childhood Human Capital: Evidence from Head Start
Christopher Walters
American Economic Journal: Applied Economics, 2015, vol. 7, issue 4, 76-102
Abstract:
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. (JEL H75, I21, I28, J13, J24)
JEL-codes: H75 I21 I28 J13 J24 (search for similar items in EconPapers)
Date: 2015
Note: DOI: 10.1257/app.20140184
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Working Paper: Inputs in the Production of Early Childhood Human Capital: Evidence from Head Start (2014) 
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