“Some of the highest estimates of returns to pre-K ed are probably not generalizable to a broader program”

Timothy Taylor:

When describing how many economists at least try to think about the problems of the world, I often repeat the title of a lovely little book that Alan Blinder wrote back in 1988: Hard Heads, Soft Hearts: Tough-minded Economics For A Just Society. In the context of expanding provision of pre-kindergarten programs, even a modest degree of soft-heartedness cries out for trying to assist small children who, through no action or fault of their own, otherwise seem likely to start school well behind their peers. But hard-headedness (and curiousity) demands that such programs be evaluated.

For a readable overview of what is actually known, rather than hoped, a useful starting point is “The Current State of Scientific Knowledgeon Pre-Kindergarten Effects” what was put together by a “Pre-Kindergarten Task Force of interdisciplinary scientists” convened by the Brookings Institution and the Duke University Center for Child and Family Policy. The participants are: “Deborah A. Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt University, Kenneth A. Dodge of Duke University, Ron Haskins of the Brookings Institution, Daphna Bassok of the University of Virginia, Margaret R. Burchinal of the University of North Carolina at Chapel Hill, Greg J. Duncan of the University of California-Irvine, Mark Dynarski of the Brookings Institution, Katherine A. Magnuson of the University of Wisconsin-Madison, and Christina Weiland of the University of Michigan “