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ERIC Number: ED568252
Record Type: Non-Journal
Publication Date: 2016-Apr-28
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Family Support or School Readiness? Contrasting Models of Public Spending on Children's Early Care and Learning. Evidence Speaks Reports, Vol 1, #16
Whitehurst, Grover J.
Center on Children and Families at Brookings
In the United States, public policy and expenditure intended to improve the prospects of children from low-income families have focused on better preparing children for school through Head Start and universal pre-K. This school readiness approach differs from the dominant model of public support for early care and learning in Northern Europe, which places more emphasis on supporting families. It also differs from other government programs in the U.S., such as the Earned Income Tax Credit, that support low-income parents of young children by boosting income. Empirical comparisons of the impact on school achievement of boosting family income vs. providing free pre-K for four-year-olds, summarized in this paper, suggest that supporting family income is a more cost effective expenditure. A policy midpoint between more money for families vs. more money for pre-K is more money for families to spend on their young children. All these policy options should be on the table and subject to test as the nation moves towards increased attention to and investment in the early years.
Center on Children and Families at Brookings. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6069; Fax: 202-797-2968; e-mail: ccf@brookings.edu; Web site: http://www.brookings.edu/ccf.aspx
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center on Children and Families at Brookings
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Child Care and Development Block Grants