Inputs in the Production of Early Childhood Human Capital: Evidence from Head Start

摘要

This paper uses data from a randomized evaluation of Head Start to answer two questions: (ⅰ) How much do short-run causal effects vary across Head Start centers? and (ⅱ) Do observed inputs explain this variation? I find that the cross-center standard deviation of cognitive effects is 0.18 test score standard deviations, which is larger than typical estimates of variation in teacher or school effectiveness. Centers offering full-day service and home visiting are more effective, while centers that draw more children from center-based preschool have smaller effects. Other key inputs, including the High/Scope curriculum, teacher education, and class size are not correlated with Head Start effectiveness.