What determines the quality of early childhood education programs?
Core argument: In the Perry Preschool and Carolina Abecedarian programs, a one standard deviation increase in a post-treatment parenting measure collected by age five is associated with a half standard deviation increase in the average of midlife skills.
Drawing insights from both the original founders and recent empirical studies, the paper emphasizes the critical role of parental involvement in early education, advocating for a scientific agenda focused on understanding the mechanisms behind treatment effects. Studies of the Perry Preschool [and the related Carolina Abecedarian Project], offer general lessons, rather than a lesson about the effectiveness of a specific program. The analysis underscores the broader implications of early childhood interventions for social mobility and human capital formation. Analysts of early childhood education should recognize that although credentials and formal curricula contribute to successful programs, the true measure of quality lies in adult-child interactions, which play an essential role. For the two programs, a one st. dev. increase in our post-treatment measure of parenting, collected when the original participants were at most five years old, is associated with an increase of half a standard deviation in the average of midlife skills. This crucial component of Perry—home-visiting—is effective in many different contexts worldwide (see Figure 3).




