Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments

Huizen, Thomas van; Plantenga, Janneke

doi:10.1016/j.econedurev.2018.08.001

Cited by 163 publications

(115 citation statements)

References 79 publications

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“…Despite enthusiasm from researchers and policymakers, questions regarding the efficacy of ECE programs in improving short- and long-term outcomes for children remains. Meta- and re-analysis of studies that used rigorous natural experiments provide mixed evidence (Barnett et al, 2018; McCoy et al, 2017; Morris et al, 2018; van Huizen & Plantenga, 2018). Specifically, the reduction of positive gains (also known as fade-out) made by children who attended ECE in the elementary school years and the reemergence of positive effects in adolescence and beyond has been widely debated.…”

Section: Case Studies Of Quasi-experimental Research In Educationmentioning

confidence: 99%

Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges

Gopalan

Rosinger

Ahn

2020

Review of Research in Education

201

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In the past few decades, we have seen a rapid proliferation in the use of quasi-experimental research designs in education research. This trend, stemming in part from the “credibility revolution” in the social sciences, particularly economics, is notable along with the increasing use of randomized controlled trials in the strive toward rigorous causal inference. The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research. We first provide an overview of widely used quasi-experimental research methods in this growing literature, with particular emphasis on articles from the top ranked education research journals, including those published by the American Educational Research Association. Next, we demonstrate the applicability and promise of these methods in enhancing our understanding of the causal effects of education policies and interventions using key examples and case studies culled from the extant literature across the pre-K–16 education spectrum. Finally, we explore the limitations of these methods and conclude with thoughts on how education researchers can adapt these innovative, interdisciplinary techniques to further our understanding of some of the most enduring questions in educational policy and practice.

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Section: Case Studies Of Quasi-experimental Research In Educationmentioning

confidence: 99%

Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges

Gopalan

Rosinger

Ahn

2020

Review of Research in Education

201

View full text Add to dashboard Cite

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“…In addition to this framework, national education policy, following the national and international scientific evidence (Heckman 2011;Leseman et al 2017;Melhuish et al 2015;Van Huizen and Plantenga 2018;Yoshikawa et al 2013), has initiated substantial public investments in ECEC to prevent early education gaps by making extra subsidy available to ECEC centers that work with disadvantaged children. Although the focus is strongly on preparing children for formal education in the domains of language, literacy and mathematics, the policy as such represents the values of equal opportunities and inclusion.…”

Section: Value-based Regulationmentioning

confidence: 99%

Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system

Werf

Slot

Kenis

et al. 2021

ICEP

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The present study examined how in the context of the hybrid, privatized and marketized Dutch early education and care system (ECEC), childcare organizations respond to the public task of supporting inclusion and equity in an increasingly diverse society. Applying cluster analysis on the organizational characteristics of a nationally representative sample of 117 centers providing education and care for 0- to 4-year-old children, three types of organizations were identified that differed strongly on cultural inclusion and observed quality in the classroom. Socially engaged (for-profit and not-for-profit) professional organizations served proportionally more children from low-SES and immigrant families, provided higher quality to these children, and were culturally more inclusive than both market-orientated and traditional professional-bureaucratic organizations. The findings are discussed with regard to the question how hybrid ECEC systems can be governed to optimally serve the public goals of inclusion and equity.

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“…These outcome measures have low or no degree of rivalry and a low risk of ceiling and floor effects. The program in Quebec has received low-quality assessments, especially at its inception (e.g., Cascio, 2015;Almond et al, 2018;Lebihan et al, 2018;van Huizen and Plantenga, 2018), and had a low staff-to-child ratio (see Table A1 in the Supporting Information). The program in Bologna is often considered high quality, although it has a relatively low staff-to-child ratio for the 0-2 age group studied by Fort et al (2018).…”

Section: Heterogeneity Across Socioeconomic Status and Gendermentioning

confidence: 99%

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Dietrichson

Kristiansen

Viinholt

2020

Journal of Economic Surveys

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What are the long-term effects of universal preschool programs on child outcomes? We review 26 studies using natural experiments to estimate the effects of universal preschool programs for children aged 0-6 years on child outcomes measured from third grade to adulthood. Studies comparing universal preschool with a mix of parental, family, and private modes of care show mixed effects on test scores and on measures related to health, well-being, and behavior. All estimates for outcomes related to adequate primary and secondary school progression, years of schooling, highest degree completed, employment, and earnings indicate beneficial average effects of universal preschool programs. Three of the included studies calculate benefits-to-costs ratios and find ratios clearly above one. Universal preschool tends to be more beneficial for children with low socioeconomic status and there are not consistently different effects for boys or girls. Only three studies compare two alternative types of universal preschool programs in terms of long-term outcomes.

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Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments

Cited by 163 publications

References 79 publications

Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges

Use of Quasi-Experimental Research Designs in Education Research: Growth, Promise, and Challenges

Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

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