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Perry Preschool at 50: What Lessons Should Be Drawn and Which Criticisms Ignored?

Author

Listed:
  • Alison Baulos

    (The University of Chicago Center for the Economics of Human Development)

  • Jorge Luis Garcia

    (Texas A&M University)

  • James J. Heckman

    (The University of Chicago)

Abstract
The Perry Preschool Project, the longest-running experimental study of an early childhood education program, demonstrates how such interventions can yield long-term personal, societal, and intergenerational benefits for disadvantaged populations. The evidence is clear: investments in high-quality early childhood education and parental engagement can deliver returns even 50 years later. The program’s findings remain scientifically robust, particularly when analyzed through rigorous small-sample inference methods. The program’s findings also contradict common criticisms of preschool, as, when measured correctly, treatment effects on IQ do not fadeout. This paper draws insights from both the original founders and recent empirical studies, emphasizing the critical role of parental involvement in early education. The authors advocate for a scientific agenda focused on understanding the mechanisms behind treatment effects, rather than replicating specific programs. The analysis also underscores the broader implications of early childhood interventions for social mobility and human capital formation. Analysts of early childhood education should recognize that although credentials and formal curricula contribute to successful programs, the true measure of quality lies in adult-child interactions, which play an essential role.

Suggested Citation

  • Alison Baulos & Jorge Luis Garcia & James J. Heckman, 2024. "Perry Preschool at 50: What Lessons Should Be Drawn and Which Criticisms Ignored?," Working Papers 2024-019, Human Capital and Economic Opportunity Working Group.
    • Handle: RePEc:hka:wpaper:2024-019
    Note: ECI
    as

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    File URL: http://humcap.uchicago.edu/RePEc/hka/wpaper/Baulos_Garcia_Heckman_2024_perry-preschool-50-lessons-criticisms.pdf
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    References listed on IDEAS

    as
    1. Gabriella Conti & James J. Heckman & Rodrigo Pinto, 2016. "The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour," Economic Journal, Royal Economic Society, vol. 126(596), pages 28-65, October.
    2. James Heckman & Flavio Cunha, 2007. "The Technology of Skill Formation," American Economic Review, American Economic Association, vol. 97(2), pages 31-47, May.
    3. Lia C. H. Fernald & Elizabeth Prado & Patricia Kariger & Abbie Raikes, 2017. "A Toolkit for Measuring Early Childhood Development in Low and Middle-Income Countries," World Bank Publications - Books, The World Bank Group, number 29000.
    4. Jorge Luis García & James J. Heckman, 2023. "Parenting Promotes Social Mobility Within and Across Generations," Annual Review of Economics, Annual Reviews, vol. 15(1), pages 349-388, September.
    5. Flavio Cunha & James J. Heckman & Susanne M. Schennach, 2010. "Estimating the Technology of Cognitive and Noncognitive Skill Formation," Econometrica, Econometric Society, vol. 78(3), pages 883-931, May.
    6. Heckman, James & Pinto, Rodrigo & Shaikh, Azeem M., 2024. "Dealing with imperfect randomization: Inference for the highscope perry preschool program," Journal of Econometrics, Elsevier, vol. 243(1).
    7. James Heckman & Seong Hyeok Moon & Rodrigo Pinto & Peter Savelyev & Adam Yavitz, 2010. "Analyzing social experiments as implemented: A reexamination of the evidence from the HighScope Perry Preschool Program," Quantitative Economics, Econometric Society, vol. 1(1), pages 1-46, July.
    8. James Heckman & Rodrigo Pinto & Peter Savelyev, 2013. "Understanding the Mechanisms through Which an Influential Early Childhood Program Boosted Adult Outcomes," American Economic Review, American Economic Association, vol. 103(6), pages 2052-2086, October.
    9. Frederik H. Bennhoff & Jorge Luis García & Duncan Ermini Leaf, 2024. "The Dynastic Benefits of Early-Childhood Education: Participant Benefits and Family Spillovers," Journal of Human Capital, University of Chicago Press, vol. 18(1), pages 44-73.
    10. Jorge Luis García & James J. Heckman & Duncan Ermini Leaf & María José Prados, 2020. "Quantifying the Life-Cycle Benefits of an Influential Early-Childhood Program," Journal of Political Economy, University of Chicago Press, vol. 128(7), pages 2502-2541.
    11. Jorge Luis García & James J. Heckman & Victor Ronda, 2023. "The Lasting Effects of Early-Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans and Their Children," Journal of Political Economy, University of Chicago Press, vol. 131(6), pages 1477-1506.
    12. Heckman, James J. & Moon, Seong Hyeok & Pinto, Rodrigo & Savelyev, Peter A. & Yavitz, Adam, 2010. "The rate of return to the HighScope Perry Preschool Program," Journal of Public Economics, Elsevier, vol. 94(1-2), pages 114-128, February.
    13. Greg J. Duncan & Katherine Magnuson, 2013. "Investing in Preschool Programs," Journal of Economic Perspectives, American Economic Association, vol. 27(2), pages 109-132, Spring.
    14. Gabriella Conti & James J. Heckman & Rodrigo Pinto, 2016. "The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour," Economic Journal, Royal Economic Society, vol. 126(596), pages 28-65, October.
    15. Flavio Cunha & James J. Heckman, 2008. "Formulating, Identifying and Estimating the Technology of Cognitive and Noncognitive Skill Formation," Journal of Human Resources, University of Wisconsin Press, vol. 43(4).
    16. García, Jorge Luis & Heckman, James J. & Ziff, Anna L., 2018. "Gender differences in the benefits of an influential early childhood program," European Economic Review, Elsevier, vol. 109(C), pages 9-22.
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    More about this item

    Keywords

    Perry Preschool Project; early childhood education; long-term follow3-up study; intergenerational mobility;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I32 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - Measurement and Analysis of Poverty
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • C53 - Mathematical and Quantitative Methods - - Econometric Modeling - - - Forecasting and Prediction Models; Simulation Methods

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