Early Years Policy: What Does Research Tell Us?. CASE and CMPO Conference on Family Background and Child Development, July 18, 2006 Jane Waldfogel Columbia University & CASE. Outline.
CASE and CMPO Conference on Family Background and Child Development, July 18, 2006
Columbia University & CASE
I. What do we know from research about the two major types of early years policy – parenting programs and early education programs?
II. What role does quality play and how can we measure it?
III. How do we know whether our policies are effective and how can local areas and programs be held accountable?
We would like to know how effective early years programs are in meeting the twin goals of policy (Childcare Bill):
o improving outcomes for all children
o narrowing gaps between disadvantaged and others
We care about a range of child outcomes including
b. cognitive development
c. social and emotional development
We also care about outcomes for parents (employment, gender equity) but the main focus here is on children.
Karoly et al., 2005.
Brooks-Gunn & Markman, 2005; Desfarges, 2003; HM Treasury, 2005; Magnuson, 2004
Aos et al., 2004; Karoly et al., 2005; Magnuson, 2004; Nelson et al., 2003; Sweet & Appelbaum, 2004.
Shonkoff & Phillips, 2000; Smolensky & Gootman, 2003; Waldfogel, 2004, 2006.
Magnuson, Meyers, Ruhm, & Waldfogel, 2004; Magnuson, Ruhm, & Waldfogel, in press.
Sammons, Sylva, Melhuish, Siraj-Blatchford, Taggart, & Elliot, 2002, 2003.
Karoly et al., 2005; Nelson et al., 2003; Olds et al., 2002 and 2004.
- Parallel with what is happening in education system.