Economics of Early Education. Benefits and Costs of Quality Early Education for All Presentation to the Pre-Kindergarten Education Study Committee Vermont General Assembly October 27, 2006 W. Steven Barnett, Ph.D. National Institute for Early Education Research www.nieer.org.
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Benefits and Costs of
Quality Early Education for All
Presentation to the
Pre-Kindergarten Education Study Committee
Vermont General Assembly
October 27, 2006
W. Steven Barnett, Ph.D.
National Institute for Early Education Research
Increased Educational Success and Adult Productivity
Decreased Costs to Government
Cost Benefits B/C
Middle class children have fairly high rates of the problems that preschool reduces for low-income children.
Reducing these problems could generate large benefits.
Lowest 20% 17% 23%
20-80% 12% 11%
Highest 20% 8% 3%
Source:US Department of Education, NCES (1997). Dropout rates in the United States: 1995. Figures are multi-year averages.
Source: Gormley et al. (2004). CROCUS/Georgetown University
Source: Barnett et al. (2005). NIEER/Rutgers University, plus new AR report.
Reading gains are not statistically significant; math gains are statistically significant for Whites and Hispanics (2000-05).
Gains from before to after UPK are statistically significant.
Gains from 1998 to 2005 are statistically significant.
Targeting is costly and imperfect
Benefits do not stop at the poverty line
Targeted Pre-K has Lower Cost
Pre-K for All Children:
Reaches all disadvantaged children
Produces larger gains for disadvantaged
Produces good gains for children
Yield larger net benefits
Source: Barnett (2004). Maximizing returns from pre-kindergarten education. Federal Reserve Bank of Cleveland Research Conference.