Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

Dana Charles McCoy; Hirokazu Yoshikawa; Kathleen M. Ziol-Guest; Greg J. Duncan; Holly S. Schindler; Katherine Magnuson; Rui Yang; Andrew Koepp; Jack P. Shonkoff

doi:10.3102/0013189X17737739

Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

Dana Charles McCoy, Hirokazu Yoshikawa, Kathleen M. Ziol-Guest, Greg J. Duncan, Holly S. Schindler, Katherine Magnuson, Rui Yang, Andrew Koepp, Jack P. Shonkoff

Research output: Contribution to journal › Article › peer-review

Abstract

Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE’s utility for reducing education-related expenditures and promoting child well-being.

Original language	English (US)
Pages (from-to)	474-487
Number of pages	14
Journal	Educational Researcher
Volume	46
Issue number	8
DOIs	https://doi.org/10.3102/0013189X17737739
State	Published - Nov 1 2017

Keywords

early childhood education
grade retention
high school graduation
meta-analysis
preschool
special education

ASJC Scopus subject areas

Education

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10.3102/0013189X17737739

Cite this

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title = "Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes",

abstract = "Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE{\textquoteright}s utility for reducing education-related expenditures and promoting child well-being.",

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AU - McCoy, Dana Charles

AU - Yoshikawa, Hirokazu

AU - Ziol-Guest, Kathleen M.

AU - Duncan, Greg J.

AU - Schindler, Holly S.

AU - Magnuson, Katherine

AU - Yang, Rui

AU - Koepp, Andrew

AU - Shonkoff, Jack P.

PY - 2017/11/1

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AB - Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE’s utility for reducing education-related expenditures and promoting child well-being.

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Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes

Abstract

Keywords

ASJC Scopus subject areas

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