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ERIC Number: ED479989
Record Type: Non-Journal
Publication Date: 2002
Pages: 51
Abstractor: N/A
Reference Count: N/A
A Benefit Cost Analysis of the Abecedarian Early Childhood Intervention.
Masse, Leonard N.; Barnett, W. Steven
Although the benefits to academic achievement and cognitive development experienced by children participating in the Carolina Abecedarian Project have been well documented, there is little information available on the cost effectiveness of programs based on the Abecedarian preschool model. This study involved a benefit-cost analysis of the Abecedarian preschool program. Participating in the experimental study were 104 of the 112 at-risk children born 1972 and 1977, who were randomly assigned to either a preschool program or a control group; follow-up data were collected when the children were 21 years old. Treatment was comprised of a center-based preschool program emphasizing language development and provision of medical and nutritional services, with medical and nutritional services also provided to the control group. Outcomes were measured in terms of participant earnings, earnings of future generations, elementary and secondary education costs, smoking and health costs, maternal productivity and earnings, and receipt of welfare payments. Findings of the benefit-cost analysis revealed that the program "pays for itself" when all benefits and costs are included in the analysis. The rate of return to the Abecedarian project ranged from 3 to 7 percent, depending on the benefit considered. However, it is unlikely that results could be replicated perfectly in all settings and for all populations. (Contains 79 references.) (KB)
National Institute for Early Education Research (NIEER), Rutgers, The State University of New Jersey, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: N/A
IES Cited: ED531483