Showing papers by "W. Steven Barnett published in 2016"

Early Childhood Education to Promote Health Equity: A Community Guide Systematic Review.

Abstract: Context A recent Community Guide systematic review found that early childhood education (ECE) programs improve educational, social, and health-related outcomes and advance health equity because many are designed to increase enrollment for high-risk children. This follow-up economic review examines how the economic benefits of center-based ECE programs compare with their costs. Evidence acquisition Kay and Pennucci from the Washington State Institute for Public Policy, whose meta-analysis formed the basis of the Community Guide effectiveness review, conducted a benefit-cost analysis of ECE programs for low-income children in Washington State. We performed an electronic database search using both effectiveness and economic key words to identify additional cost-benefit studies published through May 2015. Kay and Pennucci also provided us with national-level benefit-cost estimates for state and district and federal Head Start programs. Evidence synthesis The median benefit-to-cost ratio from 11 estimates of earnings gains, the major benefit driver for 3 types of ECE programs (ie, state and district, federal Head Start, and model programs), was 3.39:1 (interquartile interval [IQI] = 2.48-4.39). The overall median benefit-to-cost ratio from 7 estimates of total benefits, based on all benefit components including earnings gains, was 4.19:1 (IQI = 2.62-8.60), indicating that for every dollar invested in the program, there was a return of $4.19 in total benefits. Conclusions ECE programs promote both equity and economic efficiency. Evidence indicates there is positive social return on investment in ECE irrespective of the type of ECE program. The adoption of a societal perspective is crucial to understand all costs and benefits of ECE programs regardless of who pays for the costs or receives the benefits.

The Role of Early Childhood Education in Social Behaviour of Children

Abstract: Public investments in Early Childhood Care and Education have grown and continue to grow considerably, in part based on rigorous research establishing the importance of investing in the first 5 years of life. A large body of evidence on early childhood interventions has found short- and medium-term effects that extend beyond narrowly academic or cognitive outcomes to improvements in pro-social and anti-social behaviours, skills such as self-regulation, commitment to schooling, risky adolescent behaviours, aggression, delinquency, crime, employment and earnings, and both mental and physical health. The potential of high quality early childhood programs to affect a broad range of children’s social behaviours, attitudes and skills has strong implications for the development of programs and policies that can prevent antisocial behaviours, delinquency and risky behaviours while improving productivity in the workforce. Given the importance of the early years in child development, this chapter focuses on summarizing the evidence of the impact of early childhood interventions on children’s social and emotional behaviour in the United States and globally, describes which aspects of these interventions are associated with larger short-term and long-term social and emotional effects, and identifies which types of programs have been found to affect parenting and households in ways that matter for children’s behavioural development. These programs demonstrate remarkable consistency. Implications for international educational policy in the areas of justice and equality are discussed.