Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending

Reducing Inequality through Dynamic Complementarity: Evidence from Head Start and Public School Spending

American Economic Journal Economic Policy ◽

10.1257/pol.20180510 ◽

2019 ◽

Vol 11 (4) ◽

pp. 310-349 ◽

Cited By ~ 3

Author(s):

Rucker C. Johnson ◽

C. Kirabo Jackson

Keyword(s):

Public School ◽

Head Start ◽

Educational Attainment ◽

Adult Outcomes ◽

Educational Investments ◽

K 12 ◽

Induced Changes ◽

Poor Children ◽

Cycle Of Poverty ◽

School Spending

We compare the adult outcomes of cohorts who were differentially exposed to policy-induced changes in Head Start and K–12 spending, depending on place and year of birth. IV and sibling-difference estimates indicate that, for poor children, these policies both increased educational attainment and earnings, and reduced poverty and incarceration. The benefits of Head Start were larger when followed by access to better-funded schools, and increases in K–12 spending were more efficacious when preceded by Head Start exposure. The findings suggest dynamic complementarities, implying that early educational investments that are sustained may break the cycle of poverty. (JEL H52, H75, I21, I26, I28, I32, I38)

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A Case Study of the Virginia Head Start/Public School Transition Project

NHSA Dialog ◽

10.1207/s19309325nhsa0201_21 ◽

1999 ◽

Vol 2 (1) ◽

pp. 116-119

Author(s):

M. Jerry Cline ◽

Frances Bridges-Cline

Keyword(s):

Public School ◽

Head Start ◽

School Transition ◽

Transition Project

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Early Childhood Programs

Community Schools in Action ◽

10.1093/oso/9780195169591.003.0016 ◽

2005 ◽

Author(s):

Andrew Seltzer

Keyword(s):

New York ◽

New York City ◽

Early Childhood ◽

Public School ◽

Head Start ◽

Social Services ◽

York City ◽

Early Head Start ◽

Early Childhood Programs ◽

Health And Social Services

The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.

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