Early Years Policy.

Elizabeth Washbrook,Jane Waldfogel

doi:10.1155/2011/343016

Early Years Policy.

Elizabeth Washbrook, Jane Waldfogel

Open Access

https://doi.org/10.1155/2011/343016

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Abstract

In this paper, we analyze the role that early years policy might play in narrowing educational attainment gaps. We begin by examining gaps in school readiness between low-, middle-, and high-income children, drawing on data from new large and nationally representative birth cohort studies in the US and UK. We find that sizable income-related gaps in school readiness are present in both countries before children enter school and then decompose these gaps to identify the factors that account for the poorer scores of low-income children. We then consider what role early years policy could play in tackling these gaps, drawing on the best available evidence to identify promising programs.

Highlights

One of the key challenges in addressing inequality of educational attainment, and promoting social mobility, is that substantial gaps in school readiness are already present at school entry [1, 2]
To briefly preview those results, we find that sizable income-related gaps in school readiness are already present in both countries before children enter school
We find that a host of differences—in factors such as parenting style and the home environment, maternal and child health, early childhood care and education, maternal education, and other demographic factors—together help explain why low-income children come to school less ready to learn

Summary

Introduction

One of the key challenges in addressing inequality of educational attainment, and promoting social mobility, is that substantial gaps in school readiness are already present at school entry [1, 2] The presence of these gaps even before children start school has prompted a great deal of interest in the role that early years policy might play in narrowing these gaps. A further impetus is the availability of rigorous evidence that highquality interventions can improve child development in the early years (see reviews in [6, 7]) These results provide grounds for optimism that well-crafted policies could help narrow gaps in school readiness. We begin by documenting how large the gaps in school readiness are between low-, middle-, and high-income children in the USA and UK, drawing on data from new large and nationally representative birth cohort studies. We identify a number of promising programs that have the potential to meet these criteria

How Large Are the Gaps in Early Childhood and What Factors Explain Them?

What Role Can Policies Play?

Parental education

Findings

Conclusion