Arteaga Irma, Humpage Sarah, Reynolds Arthur J, Temple Judy A
Truman School of Public Affairs, University of Missouri.
Department of Applied Economics, University of Minnesota.
Econ Educ Rev. 2014 May 1;40:221-237. doi: 10.1016/j.econedurev.2013.07.009.
Until the last year, public funding for preschool education had been growing rapidly over a decade with most state programs providing one year of preschool for four year olds. Fewer three year olds are enrolled in preschool. To investigate the importance of enrollment duration, this study is the first to estimate long-term dosage effects of years of preschool. We use data from a cohort of 1,500 students in the Chicago Longitudinal Study who enrolled in the Chicago Public Schools in the mid-1980s. Many of these students participated in a high-quality preschool program called Child-Parent Centers (CPC) for one or two years. To address selection with multiple treatments, we employ inverse propensity score weighting. Relative to children who attended one year of CPC preschool, the two-year group is significantly less likely to receive special education or be abused or neglected or to commit crimes. The findings provide support for the long-term benefits of greater exposure to preschool.
直到去年，学前教育的公共资金在过去十年中一直在迅速增长，大多数州的项目为四岁儿童提供一年的学前教育。三岁儿童入园的人数较少。为了研究入园时长的重要性，本研究首次估计了学前教育年限的长期剂量效应。我们使用了芝加哥纵向研究中1500名学生的数据，这些学生在20世纪80年代中期进入芝加哥公立学校。这些学生中有许多人参加了一个名为儿童-家长中心（CPC）的高质量学前教育项目一到两年。为了解决多种治疗方法的选择问题，我们采用逆倾向得分加权法。相对于参加一年CPC学前教育的儿童，两年组接受特殊教育、遭受虐待或忽视或犯罪的可能性显著降低。这些发现为更多地接受学前教育的长期益处提供了支持。
