Supplemental Material
Author Affiliation
Chaudry, Robert F. Wagner Graduate School of Public Service & Institute for Human Development and Social Change, New York University; Waldfogel, School of Social Work and Columbia Population Research Center, Columbia University. Corresponding author’s e-mail: [email protected]
References
1. Organization for Economic Co-operation and Development. (2015). Education at a glance 2015: OECD indicators. LOCATION: Author.
2. Organization for Economic Co-operation and Development. (2015). Enrollment in child care and preschool: OECD indicators. LOCATION: Author.
3. Chaudry, A., Morrissey, T., Weiland, C., & Yoshikawa, H. (2016). A strategic vision for addressing inequality in early childhood. Manuscript in preparation.
4. Cunha, F., & Heckman, J. J. (2007). The technology of skill formation. American Economic Review, 97(2), 31–47.
5. Shonkoff, J. P. (2010). Building a new biodevelopmental framework to guide the future of early childhood policy. Child Development, 81, 357–367.
6. Knudsen, E. I., Heckman, J., Cameron, J., & Shonkoff, J. (2006). Economic, neurobiological, and behavioral perspectives on building America’s future workforce. Proceedings of the National Academy of Sciences, USA, 103, 10155–10162.
7. Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. In G. Duncan & R. Murnane (Eds.), Whither opportunity: Rising inequality, schools, and children’s life chances (pp. 47–70). New York, NY: Russell Sage Foundation.
8. Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In G. Duncan & R. Murnane (Eds.), Whither opportunity: Rising inequality, schools, and children’s life chances (pp. 91–116). New York, NY: Russell Sage Foundation.
9. Bradbury, B., Corak, M., Waldfogel, J., & Washbrook, E. (2015). Too many children left behind: The U.S. achievement gap in comparative perspective. New York, NY: Russell Sage Foundation.
10. Reardon, S. F., & Portilla, X. A. (2015). Recent trends in socioeconomic and racial school readiness gaps at kindergarten entry (CEPA Working Paper No. 15-02). Available from Stanford Center for Education Policy Analysis website: https://cepa.stanford.edu/content/recent-trends-income-racial-and-ethnic-school-readiness-gaps-kindergarten-entry
11. Chetty, R., Friedman, J., Hilger, N., Saez, E., Schanzenbach, D., & Yagan, D. (2010). How does your kindergarten classroom affect your earnings? Evidence from Project STAR (NBER Working Paper No. 16381). Available from National Bureau of Economic Research website: http://www.nber.org/papers/w16381
12. Heckman, J. J., Moon, S., Pinto, R., Savelyev, P., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94, 114–128. doi:10.1016/j.jpubeco.2009.11.001
13. Deming, D. (2009). Early childhood intervention and life-cycle skill development: Evidence from Head Start. American Economic Journal: Applied Economics, 1, 111–134.
14. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428–1446.
15. Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W., & Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. New York, NY: Foundation for Child Development.
16. Ruhm, C., & Waldfogel, J. (2012). Long-term effects of early childhood care and education. Nordic Economic Policy Review, 1, 23–52.
17. McCoy, D. C., Yoshikawa, H., Ziol-Guest, K., Duncan, G. J., Schindler, H., Magnuson, K., . . . Shonkoff, J. P. (2015). Long-term impacts of early childhood education programs on high school graduation, special education, and grade retention: A meta-analysis. Manuscript submitted for publication.
18. Burchinal, M., Kainz, K., & Cai, Y. (2011). How well do our measures of quality predict child outcomes? A meta-analysis and coordinated analysis of data from large-scale studies of early childhood settings. In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 11–31). Baltimore, MD: Brookes.
19. Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749.
20. Moiduddin, E., Aikens, N., Tarullo, L., West, J., & Xue, Y. (2012). Child outcomes and classroom quality in FACES 2009. Washington, DC: U.S. Department of Health and Human Services.
21. Waldfogel, J., & Washbrook, E. (2011). Income-related gaps in school readiness in the United States and the United Kingdom. In T. Smeeding, R. Erickson, & M. Jäntti (Eds.), Persistence, privilege, and parenting: The comparative study of intergenerational mobility (pp. 175–208). New York, NY: Russell Sage Foundation.
22. Berger, L. M., Hill, J., & Waldfogel, J. (2005, February). Maternity leave, early maternal employment, and child health and development in the U.S. The Economic Journal, 115(501), F29–F47.
23. Duncan, G. J., & Magnuson, K. (2013). Investing in preschool programs. Journal of Economic Perspectives, 27, 109–132.
24. Laughlin, L. (2011). Maternity leave and employment patterns of first-time mothers: 1961–2008 (Current Population Report P70-128). Retrieved from U.S. Census Bureau website: http://www.census.gov/prod/2011pubs/p70-128.pdf
25. Guendelman, S., Kosa, J. L., Pearl, M., Graham, S., Goodman, J., & Kharrazi, M. (2009). Juggling work and breastfeeding: Effects of maternity leave and occupational characteristics. Pediatrics, 123, e38–e46.
26. Appelbaum, E., & Milkman, R. (2011). Leaves that pay: Employer and worker experiences with paid family leave in California. Washington, DC: Center for Economic and Policy Research.
27. Daku, M., Raub, A., & Heymann, J. (2012). Maternal leave policies and vaccination coverage: A global analysis. Social Science & Medicine, 74, 120–124.
28. Chatterji, P., & Markowitz, S. (2012). Family leave after childbirth and the mental health of new mothers. Journal of Mental Health Policy and Economics, 15, 61–76.
29. Corneiro, P., Løken, K. V., & Salvanes, K. G. (2011). A flying start? Maternity leave benefits and long run outcomes of children (IZA Discussion Paper No. 5793). Retrieved from Institute for the Study of Labor website: http://ftp.iza.org/dp5793.pdf
30. Weiland, C., Ulvestad, K., Sachs, J., & Yoshikawa, H. (2013). Associations between classroom quality and children’s vocabulary and executive function skills in an urban public prekindergarten program. Early Childhood Research Quarterly, 28, 199–209.
31. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
32. Dowsett, C. J., Huston, A. C., Imes, A. E., & Gennetian, L. (2008). Structural and process features in three types of child care for children from high and low income families. Early Childhood Research Quarterly, 23, 69–93.
33. Crawford, A. (2006). The impact of child care subsidies on single mothers’ work effort. Review of Policy Research, 23, 699–711.
34. Chien, N. (2015). Estimates of child care eligibility and receipt for fiscal year 2012 [Issue brief]. Retrieved from U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation website: https://aspe.hhs.gov/sites/default/files/pdf/153591/ChildEligibility.pdf
35. Henly, J., Sandstrom, H., Claessens, A., Pilarz, A., Gelatt, J., Kim, J., & Healy, O. (2015). Determinants of subsidy stability and child care continuity: Final report for the Illinois–New York Child Care Research Partnership. Retrieved from Urban Institute website: http://www.urban.org/research/publication/determinants-subsidy-stability-andchild-care-continuity
36. Herbst, C., & Tekin, E. (2010). Child care subsidies and child development. Economics of Education Review, 29, 618–638.
37. Tax Policy Center. (XXXX). Quick facts: Child and Dependent Care Tax Credit (CDCTC). Retrieved from http://www.taxpolicycenter.org/press/quickfacts_cdctc.cfm
38. Bartik, T. J., Gormley, W., & Adelstein, S. (2012). Earnings benefits of Tulsa’s pre-K program for different income groups. Economics of Education Review, 31, 1143–1161.
39. Weiland, C., & Yoshikawa, H. (2013). Impacts of a pre-kindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development, 84, 2112–2130.
40. Gormley, W. T., Gayer, T., Phillips, D., & Dawson, B. (2005). The effects of universal pre-K on cognitive development. Developmental Psychology, 41, 872–884.
41. Farran, D. C., Hofer, K., Lipsey, M., & Bilbrey, C. (2014, March). Variations in the quality of TN-VPK classrooms. Presentation at the Society for Research on Educational Effectiveness, Washington, DC.
42. Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45, 443–494.
43. Morris, P. A., Mattera, S., Cattells, N., Bangser, M., Bierman, K. L., & Raver C. C. (2014). Impact findings from the Head Start CARES demonstration. New York, NY: MDRC.
44. Arteaga, I., Humpage, S., Reynolds, A., & Temple, J. (2014). One year of preschool or two: Is it important for adult outcomes? Economics of Education Review, 40, 221–237.
45. Dahl, G. B., & Lochner, L. (2012). The impact of family income on child achievement: Evidence from the earned income tax credit. The American Economic Review, 102, 1927–1956.
46. Duncan, G. J., Morris P. A., & Rodrigues, C. (2011). Does money really matter? Estimating impacts of family income on young children’s achievement with data from random-assignment experiments. Developmental Psychology, 47, 1263–1279.
47. Ratcliffe, C., & McKernan, S. (2012). Child poverty and its lasting consequences. Washington, DC: Urban Institute.
48. Duncan, G. J., Ziol-Guest, K., & Kalil, A. (2010). Early-childhood poverty and adult attainment, behavior, and health. Child Development, 81, 306–325.
49. Wodtke, G. T., Harding, D. J., & Elwert, F. (2011). Neighborhood effects in temporal perspective: The impact of long-term exposure to concentrated disadvantage on high school graduation. American Sociological Review, 76, 713–736.
50. Campbell, F., Pungello, E., Burchinal, M., Kainz, K., Pan, Y., Wasik, B., . . . Ramey, C. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology, 48, 1033–1043.
51. Campbell, F., Ramey, C., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6, 42–57.
52. Campbell, F. A., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E. P., & Pan, Y. (2104, March 28). Early childhood investments substantially boost adult health. Science, 343, 1478–1474.
53. Duncan, G. J., & Sojourner, A. J. (2013). Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? Journal of Human Resources, 48, 945–968.
54. Love, J., Kisker, E., Ross, C., Raikes, H., Constantine, J., Boller, K., . . . Vogel, C. (2005). The effectiveness of Early Head Start for 3-year-old children and their parents: Lessons for policy and programs. Developmental Psychology, 41, 885–901.
55. Love, J., Chazan-Cohen, R., Raikes, H., & Brooks-Gunn, J. (2013). What makes a difference: Early Head Start evaluation findings in a developmental context. Monographs of the Society for Research in Child Development, 78(1).
56. Dozier, M., Peloso, E., Lewis, E., Laurenceau, J. P., & Levine, S. (2008). Effects of an attachment-based intervention on the cortisol production of infants and toddlers in foster care. Development and Psychopathology, 20, 845–859.
57. Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C. (2008). A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychology, 44, 1335–1353.
58. Avellar, S., Paulsell, D., Sama-Miller, E., Del Grosso, P., Akers, L., & Kleinman, R. (2015). Home visiting evidence of effectiveness review [Executive summary]. Washington, DC: U.S. Department of Health and Human Services.
59. Olds, D., Eckenrode, J., Henderson, C., Jr., Kitzman, H., Powers, J., Cole, R., . . . Luckey, D. (1997). Long-term effects of home visitation on maternal life course and child abuse and neglect: 15-year follow-up of a randomized trial. Journal of the American Medical Association, 278, 637–643.
60. Garfinkel, I., Harris, D., Waldfogel, J., & Wimer, C. (2016). Doing more for our children. NY, New York: Century Foundation.
61. Kena, G., Musu-Gillette, L., Robinson, J., Wang, X., Rathbun, A., Zhang, J., . . . Velez, E. D. (2015). The condition of education 2015 (NCES 2015-144). Retrieved from the U.S. Department of Education, National Center for Education Statistics website: http://nces.ed.gov/pubs2015/2015144.pdf