Duncan Greg J, Sojourner Aaron J
Distinguished Professor at the School of Education at University of California, Irvine.
Assistant professor at the Carlson School of Management at the University of Minnesota.
J Hum Resour. 2013 Mar 1;48(4):945-968. doi: 10.3368/jhr.48.4.945.
How much of the income-based gaps in cognitive ability and academic achievement could be closed by a two-year, center-based early childhood education intervention? Data from the Infant Health and Development Program (IHDP), which randomly assigned treatment to low-birth-weight children from both higher- and low-income families between ages one and three, shows much larger impacts among low-than higher-income children. Projecting IHDP impacts to the U.S. population's IQ and achievement trajectories suggests that such a program offered to low-income children would essentially eliminate the income-based gap at age three and between a third and three-quarters of the age five and age eight gaps.
一项为期两年、以中心为基础的幼儿教育干预措施能够消除多少认知能力和学业成绩方面基于收入的差距？婴儿健康与发展项目（IHDP）的数据表明，与高收入家庭的孩子相比，低收入家庭孩子受到的影响要大得多。该项目对年龄在1至3岁的高收入和低收入家庭的低体重儿童进行了随机分组治疗。将IHDP的影响推算到美国人口的智商和成绩轨迹上表明，为低收入儿童提供这样一个项目基本上可以消除三岁时基于收入的差距，以及五岁和八岁时三分之一至四分之三基于收入的差距。
