Category Archives: Early childhood programs

Community colleges and local economic development

Posted on April 1, 2011 by timbartik

In chapter 12 of Investing in Kids, I consider how more community college graduates affect a state’s economic development. The skills from more graduates of community colleges will spur a state’s economic growth by increasing the skill level of the … Continue reading →

Posted in Business incentives, Early childhood programs, Economic development, Incentive design issues | 1 Comment

Increasing bachelor degree attainment as an economic development strategy

Posted on March 31, 2011 by timbartik

In chapter 12 of Investing in Kids, I also provide estimates for how an increase in the attainment of bachelor degrees will affect a state’s economic development. Although some bachelor degree holders will leave their home state, others will remain. … Continue reading →

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Reducing high school dropouts as an economic development strategy

Posted on March 30, 2011 by timbartik

In chapter 12 of Investing in Kids, I also consider how reducing the high school dropout rate benefits a state economy. As with early childhood programs and other educational investments, reducing high school dropouts affects economic development by affecting labor … Continue reading →

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How to make the economic case for early childhood programs to the business community and policymakers

Posted on March 29, 2011 by timbartik

One question I have sometimes been asked is how to most effectively make the economic case for early childhood programs to the business community and to policymakers. I certainly have no magic answers. But here are a few suggestions, based … Continue reading →

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Why Head Start should be improved, not defunded

Posted on March 23, 2011 by timbartik

Head Start is currently threatened with a significant funding cut. As part of the political fight over budget deficits, the House of Representatives has  proposed significant funding cuts to Head Start for fiscal year 2011 (the current fiscal year) of … Continue reading →

Posted in Early childhood program design issues, Early childhood programs | 6 Comments

Podcast at Early Ed Watch

Posted on March 22, 2011 by timbartik

A podcast interview with me is now up at the blog Early Ed Watch. I was interviewed by Lisa Guernsey, who directs the New America Foundation’s Early Education Initiative, and edits the blog Early Ed Watch. Early Ed Watch is … Continue reading →

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Good preschool teaching: what is it?

Posted on March 21, 2011 by timbartik

Several readers have asked me to comment on a recent article in Slate magazine by Alison Gopnik. The article was titled “Why Preschool Shouldn’t Be Like School”. The subtitle was “New research shows that teaching kids more and more, at … Continue reading →

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New evidence for large state and local returns from investments in preschool and child care: Duke University study of North Carolina’s programs

Posted on March 18, 2011 by timbartik

New findings (released March 16) provide important new information on the “medium-run” test score effects of investments in preschool and child care. These new findings are from an ongoing study by Kenneth Dodge, Helen Ladd, and Clara Muschkin at Duke … Continue reading →

Posted in Early childhood programs | 2 Comments

Early childhood programs as one component of the solution for long-run, broad-based economic prosperity

Posted on March 17, 2011 by timbartik

At a recent presentation I made on early childhood programs, one person asked the following question: “How do we restore the American middle class?” Although some might perceive this question as “off-topic”, I do not. We need to be thinking … Continue reading →

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Why should someone support investing in “other people’s children”?

Posted on March 16, 2011 by timbartik

I previously commented in a blog post on a quotation from conservative writer Dinesh D’Souza. He expressed a frequent popular objection to early childhood programs: why should the average taxpayer want to invest in early childhood programs that might help … Continue reading →

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