| Tag |
First Indicator |
Second Indicator |
Subfields |
| LEADER |
00000cam a2200000 i 4500 |
| 001 |
in00003501921 |
| 005 |
20150122142817.0 |
| 008 |
140805s2014 miua b 001 0 eng |
| 010 |
|
|
|a 2014025597
|
| 035 |
|
|
|a (OCoLC)ocn883651275
|
| 040 |
|
|
|a DLC
|b eng
|e rda
|c DLC
|d YDXCP
|d BTCTA
|d EEK
|d NJT
|d OCLCQ
|
| 020 |
|
|
|a 9780880994828
|q (pbk. : alk. paper)
|
| 020 |
|
|
|a 0880994827
|q (pbk. : alk. paper)
|
| 035 |
|
|
|a (OCoLC)883651275
|
| 042 |
|
|
|a pcc
|
| 043 |
|
|
|a n-us---
|
| 050 |
0 |
0 |
|a LB1139.25
|b .B37 2014
|
| 082 |
0 |
0 |
|a 372.210973
|2 23
|
| 049 |
|
|
|a TXAM
|
| 100 |
1 |
|
|a Bartik, Timothy J.
|
| 245 |
1 |
0 |
|a From preschool to prosperity :
|b the economic payoff to early childhood education /
|c Timothy J. Bartik.
|
| 264 |
|
1 |
|a Kalamazoo, Michigan :
|b W.E. Upjohn Institute for Employment Research,
|c 2014.
|
| 300 |
|
|
|a xiii, 113 pages :
|b illustrations ;
|c 22 cm.
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a unmediated
|b n
|2 rdamedia
|
| 338 |
|
|
|a volume
|b nc
|2 rdacarrier
|
| 490 |
1 |
|
|a WE focus series
|
| 504 |
|
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|a Includes bibliographical references and index.
|
| 505 |
0 |
|
|a Introduction : What are early childhood education programs? ; What are the benefits from early childhood education? ; How can early childhood education affect the child's future life course? ; A proposal for early childhood education ; The plan of the book -- 2. What is the evidence on the earnings effects of high-quality early childhood education, and why should we believe it? : Why the research evidence for early childhood education is credible ; Random assignment series ; Other long-term studies with good comparison groups: Head Start ; The Chicago Child-Parent Center Program ; Predicting long-term earnings effects from short-term test score effects ; Infant health and development program ; North Carolina's Smart Start Program, and more at four ; State and local pre-K programs: the regression discontinuity evidence ; Summary of the evidence -- 3. How do the adult earnings benefits of high-quality early childhood education compare to costs? : Future earnings versus present costs ; Parental earnings ; Are these effects large? ; Closing comments -- 4. Criticisms of the research evidence : Criticism 1: The evidence for early childhood education's benefits only comes from small and expensive experiments run a long time ago ; Criticism 2: Early childhood education is argued to be ineffective because the recent Head Start experiment has test score effects that quickly faded to statistical insignificance ; Criticism 3: Why haven't Oklahoma and Georgia, two states that have prominently adopted universal pre-K, been more obviously successful in improving test scores and other social indicators? ; Criticism 4: The recent Tennessee pre-K experiment shows that test score effects quickly fade, which raises questions about whether state pre-K programs are effective ; Concluding comments -- 5. How can early childhood education programs best be designed? : Quality of teacher-child interactions ; Class size and teacher credentials ; Middle-class children ; Program duration ; Earlier versus later interventions -- 6. Spillover benefits: how does early childhood education affect other groups than those families directly served by these programs? : Skill spillovers ; Peer effects in education ; Spillovers from reducing crime ; Government/taxpayer benefits ; Pre-K: the next generation ; Concluding comments -- 7. A proposed early childhood education strategy : Full-day universal pre-K for four-year-olds ; Targeted educare/abecedarian for all disadvantaged children ; Nurse family partnership for all disadvantaged first-time mothers ; Costs ; Aggregate benefits ; Accountability and quality improvement ; What level of government should be responsible for early childhood education? ; Concluding comments -- 8. Why early childhood education makes sense now: ECE's place in the ongoing struggle for broader economic opportunities : Labor supply and labor demand ; History matters ; The continuing argument over expanding educational access ; But why early childhood education? And why now? ; Doing the good we know how to do.
|
| 650 |
|
0 |
|a Early childhood education
|x Economic aspects
|z United States.
|
| 650 |
|
0 |
|a Education, Preschool
|x Economic aspects
|z United States.
|
| 650 |
|
0 |
|a Early childhood education
|z United States.
|
| 650 |
|
0 |
|a Education, Preschool
|z United States.
|
| 830 |
|
0 |
|a WE focus series.
|
| 938 |
|
|
|a Baker and Taylor
|b BTCP
|n BK0015284955
|
| 938 |
|
|
|a YBP Library Services
|b YANK
|n 11971770
|
| 947 |
|
|
|a A14842934342
|
| 945 |
|
|
|a PromptCat
|b 43528
|
| 946 |
|
|
|a stk
|
| 948 |
|
|
|a Cataloged
|b h
|c 2015/1/22
|d c
|e LDuncan
|
| 994 |
|
|
|a 92
|b TXA
|
| 999 |
f |
f |
|s 45beccad-28ec-335e-894c-82aded97899c
|i cec33739-aef6-32c0-bb54-d009b40af0f0
|t 0
|
| 952 |
f |
f |
|p normal
|a Texas A&M University
|b College Station
|c Sterling C. Evans Library
|d Evans: Library Stacks
|t 0
|e LB1139.25 .B37 2014
|h Library of Congress classification
|i unmediated -- volume
|m A14842934342
|
| 998 |
f |
f |
|a LB1139.25 .B37 2014
|t 0
|l Evans: Library Stacks
|