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ERIC Number: ED264943
Record Type: Non-Journal
Publication Date: 1985
Pages: 124
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-93-1114-34-9
ISSN: N/A
The Perry Preschool Program and Its Long-Term Effects: A Benefit-Cost Analysis. High/Scope Early Childhood Policy Papers, No. 2.
Barnett, W. Steven
This report details a benefit-cost analysis of the Perry Preschool program and describes the program's long-term effects. Conducted since 1962, research on the Perry Preschool program constitutes one of the strongest and best-known sources of support for the long-term efficacy of early intervention with disadvantaged children. The Perry Project collected data on 123 3- and 4-year-old disadvantaged black children (with no discernible physical handicaps) during the years of the preschool program, through the early elementary years, at age 15, and at age 19. Analysis of this data shows that the preschool program had a variety of significant positive effects on the children attending. These effects are the basis for comparing the economic benefits of one or two years of preschool. The report is divided into six sections, each dealing with a category of program effects, including the following: (1) the program and its immediate consequences, (2) elementary and secondary education, (3) higher education, (4) delinquency and crime, (5) welfare, and (6) employment and earnings. Each section discusses the data, assumptions, and methods used to evaluate costs and benefits, as well as the results. A seventh and final section presents an overall view of the benefit-cost analysis in terms of profitability. Finally, the report discusses some of the policy implications of the analysis and some of the issues that must be addressed in making public policy choices based on this evidence. (DST)
High/Scope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198.
Publication Type: Reports - Descriptive; Numerical/Quantitative Data
Education Level: N/A
Audience: Policymakers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: High/Scope Educational Research Foundation, Ypsilanti, MI.