Arizona State University

The effectiveness of early education programs in promoting children's long-term success has been a significant topic of debate for policymakers and stakeholders deciding on funding allocation. Extensive scientific research has addressed this question, concluding that while program effectiveness can vary and short-term effects are often more pronounced, these programs are generally found to be effective and can produce significant long-term benefits for participants.

The Conversation Regarding Early Education


  W. Steven Barnett. (1995). Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes. The Future of Children, 5(3), 25–50. https://doi.org/10.2307/1602366


The Long Term Effects of Early Childhood Programs on Cognitive and School Outcomes 

- Higher quality care is associated with better cognitive and social development for children in their first few years of school
- Influences math and reading scores of children 
- Children from disadvantaged families experienced greater effects on reading scores
- Effects were negative for children from high income families 

Short Term Effects of ECCE

- Project CARE 
- Infant Health and Development Program (IHDP) 
- Even Start 
- Comprehensive Child Development Program (CCDP)

Programs Producing Short Term Gains 

Research all meets four criteria: 
- The ECCE program was studied at the age of four or earlier (no kindergarten programs)
- The target population studied at the ECCE program were economically disadvantaged children 
- At least one aspect of cognitive development, school progress, or socialization was measured after age of eight 
- No-treatment comparison group was included that was reasonably similar to the target group 

Research on Long Term Effects of ECCE

A practical application of research in public policy involves decisions on funding early intervention programs for disadvantaged children. A policymaker, such as a state governor, must determine if these programs are effective before allocating taxpayer funds. Extensive research by psychologists and other scientists has shown that while effectiveness varies, these programs are generally beneficial and can produce positive long-term outcomes. By examining this research, a leader can make an informed decision, identifying and funding the specific programs that are most effective and yield the best results.

Using Research to Inform Policy on Early Intervention Programs

A city council is debating whether to cut funding for a long-standing early childhood education program. One council member argues, "The initial test scores of children in this program only show a small boost that fades by the third grade. It's clearly not a good long-term investment." Based on the general findings of scientific research on this topic, evaluate the council member's argument. Is their conclusion that the program is not a good long-term investment fully justified? Explain your reasoning.

Policy Decision on Early Education Funding

A policymaker argues against funding an early education program, stating, 'The academic gains from these programs often fade by elementary school, so they are not a worthwhile investment.' Which of the following statements provides the most accurate and comprehensive evaluation of this argument based on scientific research?

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