The economic effects of pre-school education and quality

The drivers of academic success for ‘bright’ but disadvantaged students: A longitudinal study of AS and A-level outcomes in England

“…The overall EPPSE sample was found to be broadly representative of the characteristics of children in England nationally based on comparisons with national Department for Education (DfE) statistics on key measures including Free School Meals (FSM) status, lone parent status and ethnicity (Sylva et al, 2010). It should be noted that the 'no-pre-school' group were more disadvantaged than the pre-school group (again this was found to be in line with the national pattern in England) but it included sufficient overlap for robust statistical comparisons of outcomes between the pre-school and no-preschool groups (Cattan, Crawford and Dearden, 2014;Hall et al, 2013;Sammons et al, , 2008aSammons et al, and b, 2008bSylva et al, 2010).…”

Adult outcomes of sustained high‐quality early child care and education: Do they vary by family income?

“…Interestingly, prior to their positive effects on educational attainment and adult income, some convergence for treated and untreated children was evident for some intermediate outcomes such as IQ scores during middle childhood and early adolescence in the Perry Preschool and Abecedarian studies (Campbell & Ramey, 1994). Similarly, the Effective Preschool, Primary and Secondary Education (EPPSE) study in England found evidence of converging effects on achievement scores in middle childhood followed by later effects on academic attainment and salary in adulthood (Cattan et al, 2014;Taggart et al, 2015). It remains to be seen whether similar patterns -initial advantages for children in ECE, followed by convergence on achievement outcomes, followed by positive effects in adulthood-will be evident for children who attend community-based ECE settings in the United States.…”

The silencing of the knowledge-base in early childhood education and care professionalism

“…The EPPE project has been considerably influential in the English context and beyond (Georgeson and Payler 2014) for shaping the direction of ECEC policy, such as developments in quality standards and ECEC training. Recently EPPE (now The Effective Pre-School, Primary and Secondary Education -EPPSEproject) has been supplemented by a cost benefit analysis (Catton et al 2014). The study (Catton et al 2014) is illustrative of a trend to demonstrate the economic effectiveness of ECEC, whereby investments in ECEC are deemed to yield economic returns as a result of reduced future social expenditure that are the consequences of disadvantage, alongside improved economic activity amongst children on their entering adulthood (Heckman 2000;Heckman and Raut 2016).…”

“…Recently EPPE (now The Effective Pre-School, Primary and Secondary Education -EPPSEproject) has been supplemented by a cost benefit analysis (Catton et al 2014). The study (Catton et al 2014) is illustrative of a trend to demonstrate the economic effectiveness of ECEC, whereby investments in ECEC are deemed to yield economic returns as a result of reduced future social expenditure that are the consequences of disadvantage, alongside improved economic activity amongst children on their entering adulthood (Heckman 2000;Heckman and Raut 2016). Graphical representations symbolise how the economic return of investing in education is highest when investing in ECEC, as opposed to any other stage of education.…”