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Title: Early Childhood Intervention Programs: What Do We Know?
Resulting in 1 citation.
1. Currie, Janet
Early Childhood Intervention Programs: What Do We Know?
Working Paper, UCLA, April 2000.
Also: http://www.brook.edu/dybdocroot/es/research/projects/cr/doc/currie20000401.pdf
Cohort(s): Children of the NLSY79
Publisher: Brookings Institution
Keyword(s): Head Start; Preschool Children

It is disappointing that numerous studies have not produced more consistent evidence of the long-term effectiveness (or lack of effectiveness) of early intervention. However, all students are not created equal, and better studies tend to find larger and more significant long-term effects. Moreover, we show below that the proven short and medium-term benefits of Head Start already may pay back much of the cost of the program. The exisiting literature also provides some guidelines for the design of early intervention programs. Specifically, it suggests that while it may be useful to intervene before 3 years old, interventions for preschool and for school age children can also be effective. Second, the effects of early intervention are generally larger for more disadvantaged children, which provides a rationale for targeting such programs to these children. Third, the most important aspect of child care quality is the nature of the interaction between the teacher and the child. Small group sizes, better teacher training, and other regulable aspects of quality all make positive interactions more likely. Moreover, even rather loose federal oversight of these observable aspects of quality can be effective in eliminating poor quality programs.
Bibliography Citation
Currie, Janet. "Early Childhood Intervention Programs: What Do We Know?" Working Paper, UCLA, April 2000.