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A meta-analysis was conducted to examine gender differences in the effects of early childhood education programs on children's cognitive, academic, behavioral, and adult outcomes. Significant and roughly equal impacts for boys and girls on cognitive and achievement measures were found, although there were no significant effects for either gender on child behavior and adult outcomes such as employment and educational attainment. Boys benefited significantly more from these programs than girls on other school outcomes such as grade retention and special education classification. We also examined important indicators of program quality that could be associated with differential effects by gender.

This study explores the extent to which differences in research design explain variation in Head Start program impacts. We employ meta-analytic techniques to predict effect sizes for cognitive and achievement outcomes as a function of the type and rigor of research design, quality and type of outcome measure, activity level of control group, and attrition. Across program evaluations, the average program-level effect size was 0.27 standard deviations. About 41% of the variation in estimates across evaluations can be explained by research design features, including the extent to which the control group experienced other forms of early care or education, and 11% of the variation within programs can be explained by the quality and type of the outcome measures.

As child support debt owed nationally persists at alarming levels, both noncustodial parents and the custodial families who are not receiving support suffer significant hardships, and states are forced to expend greater resources on collection and enforcement efforts. This paper presents findings from an evaluation of a demonstration program developed to help noncustodial parents with large child support debts reduce their debt while simultaneously increasing child support paid to families, through gradual forgiveness of arrears conditional on payment of current child support obligations. The evaluation employs a randomized experimental design, nonexperimental analyses using propensity score matching and multilevel modeling techniques, and focus groups and follow-up interviews. Results show a pattern of effects that clearly suggests individuals responded to the program as intended. State child support debt balances decreased for program participants, and participants paid more toward their child support obligations and made more frequent child support payments. The study findings suggest considerable promise for the effectiveness of this program in reducing child support debt burdens and in increasing families' receipt of child support, and they also point to ways in which the implementation of the program can be improved.2

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