Longer-Term Effects of Head Start

By Eliana Garcés, Duncan C. Thomas, Janet Currie. 2002

1,103 citations recorded by the source corpus.

Little is known about the long-term effects of participation in Head Start. This paper draws on unique non-experimental data from the Panel Study of Income Dynamics to provide new evidence on the effects of participation in Head Start on schooling attainment, earnings, and criminal behavior. Among whites, participation in Head Start is associated with a significantly increased probability of completing high school and attending college, and we find some evidence of elevated earnings in one's early twenties. African Americans who participated in Head Start are significantly less likely to have been charged or convicted of a crime. The evidence also suggests that there are positive spillovers from older children who attended Head Start to their younger siblings.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d02dff50a1acb60c6c1f0bc29463ce06965f6bbd

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Citations in the corpus

Long Term Impacts of Compensatory Preschool on Health and Behavior: Evidence from Head Start (2012, background): “[23] Currie, Janet, Eliana Garces and Duncan Thomas, 2002, ”Longer Term Effects of Head Start”, The American Economic Review, 92:4.”
The effect of pre-primary education on primary school performance (2006, background): “…and self-control necessary to make the most of classroom 1 See, among others, Barnett (1993), Barnett (1995), Currie and Thomas (1995), Reynolds (1998), Karoly et al. (1998), Danzinger and Waldfogel (2000), Currie (2001), Garces, Thomas, and Currie (2002), Blau and 2 learning (Currie, 2001).”
Children's schooling and parents' behavior: Evidence from the Head Start Impact Study (2013, background): “Garces et al. (2002) find evidence of long-run impacts of HS on school attainment, earnings, and criminal behavior.”
The Causal Impact of Removing Children from Abusive and Neglectful Homes (2019, positive): “In particular, the results add to a growing literature which shows that early-life interventions can have large, causal impacts on children’s outcomes (Garces et al., 2002; Ludwig and Miller, 2007; Almond et al., 2010; Chetty et al., 2011; Bharadwaj et al., 2013; Heckman et al., 2013; Campbell et al”
Evaluating Public Programs with Close Substitutes: The Case of Head Start (2016, background): “Sibling fixed effects estimates from studies of Head Start by Currie and Thomas (1995) and Garces et al. (2002) suggest much larger ratios, though the earnings estimates are also very statistically imprecise.”
Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head Start (2009, positive): “Second, participation was reported contemporaneously, mitigating concerns about measurement error or recall bias ( Eliana Garces, Duncan Thomas, and Janet Currie 2002, henceforth GTC .”
Timing and Duration of Exposure in Evaluations of Social Programs (2008, positive): “Garces, Thomas and Currie (2002) ﬁnd strong spillover effects within the family—higher birth-order children (that is, younger siblings) seem to beneﬁt more than their older siblings, especially among African-Americans, because older siblings are able to teach younger ones.”
Non-Cognitive Child Outcomes and Universal High Quality Child Care (2010, neutral): “Thomas (1995, 1999), and Currie, Garces, and Thomas (2002) .”
Non-Production Benefits of Education: Crime, Health, and Good Citizenship (2011, background): “Garces, Thomas, and Currie (2002), since the GED was much less common in the 1980s relative to more recent years.”