Research shows that investing in Early Childhood Programs is essential not just for the well-being of our children, but for society as a whole.

Nores,Milagros. (2013)  Yes, Public Preschool is a Smart Investment, Associate Director of Research, National Institute for Early Education Research (NIEER)

“The Economic Benefits of High-Quality Early Childhood Programs: What Makes the Difference?” focuses on three early education programs that have provided the strongest evidence of the economic benefits of quality early childhood programs – High/Scope Perry Preschool Project, the Abecedarian Project, and the Chicago Child-Parent Centers. Prepared by Families and Work Institute for The Committee for Economic Development. Click here to read the executive summary only.

Bartik, T. J., Gormley, W., & Adelstein, S. (2011). Earnings benefits of Tulsa’s pre-K program for different income groups. Economics of Education Review. 31(6), December 2012, 1143-1161.

Barnett, W. S., & Masse, L. N. (2007). Early childhood program design and economic returns: Comparative benefit-cost analysis of the Abecedarian program and policy implications, Economics of Education Review, 26, 113-125. Retrieved from

Barnett, W.S., Jung, K., Youn, M., Frede, E. Abbott Preschool Program Longitudinal Effects Study: Fifth Grade Follow-Up (2013). Rutgers, NJ: National Institute for Early Education Research, 1-34. Retrieved from

Bartik, T. J., Gormley, W., & Adelstein, S. (2011). Earnings benefits of Tulsa’s pre-K program for different income groups. Economics of Education Review. 31(6), December 2012, 1143-1161.

Campbell, F. A., Ramey, C. T., Pungello, E. P., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6, 42-57.

Campbell, F.A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y.; Wasik, B.H., Barbarin, O.A., Sparling, J.J., & Ramey, C.T. (2012) Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology, 48(4), 1033-1043.

Deming, D. (2009). Early childhood intervention and life-cycle skill development: Evidence from Head Start. American Economic Journal: Applied Economics, 1(3), 111-134.

Garces, Eliana, Duncan Thomas and Janet Currie (2002). “Longer-Term Effects Of Head Start,” American Economic Review, 92(4), 999-1012. Retrieved from

Gormley Jr., W. T., Gayer, T., Phillips, D., & Dawson, B.(2005). The effects of universal pre-k on cognitive development. Journal of Developmental Psychology, 41(6), 872-884. Retrieved from effects of universal pre-K.pdf

Gormley, W. T., Phillips, D., & Gayer, T. (2008). Preschool programs can boost school readiness. Science, 320(5884), 1723. Retrieved from

Heckman, J. J., & Kautz, T. D. (2012). Hard evidence on soft skills. National Bureau of Economic Research, Working Paper 18121.

Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., Yavitz, A. (2009). The rate of return to the High/Scope Perry Preschool Program. National Bureau of Economic Research Working Paper 15471. Retrieved from

Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., Yavitz, A. (2010). A New cost-benefit and rate of return analysis for the Perry Preschool Program: A Summary. National Bureau of Economic Research Working Paper 16180. Retrieved from

Lamy, C., Barnett, W. S., & Jung, K. (2005). The effects of New Jersey’s Abbott preschool program on young children’s school readiness. National Institute for Early Education Research Rutgers University, 1-16. Retrieved from

Lipsey, M.,Farran, D. ,Bilbrey,C.,Hoffer, K.,Dong, N. (2011). Initial Results of the Evaluation of the Tennessee Voluntary PreK Program. Peabody Research Institute, Vanderbilt University, 1-41. Retrieved from

OECD (2012). Education at a Glance 2012: OECD Indicators. OECD Publishing. Retrieved from

Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers. (2002). Educational Evaluation and Policy Analysis, 24(4 24-267-303), 264-303.

Reynolds, A.J., Temple, J.A., Robertson, D.L., Mann, E. (2001). Long term effects of an early childhood intervention on educational achievement and juvenile arrest. Journal of the American Medical Association,285 (18). Retrieved from

Reynolds, A. J., Temple, J. A., White, B. A. B., Ou, S., & Robertson, D. L. (2011). Age 26 cost-benefit analysis of the Child-Parent Center early education program. Child Development, 82(1), 379 404.

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40. Monographs of the High/Scope Educational Research Foundation, 14. Ypsilanti, MI: High/Scope Educational Research Foundation.

U.S. Department of Health and Human Services, Administration for Children and Families (January 2010). Head Start Impact Study. Final Report. Washington, DC.

Weiland, C., & Yoshikawa, H. (2013). The impacts of an urban public prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills. Child Development (in press).

Issue insights brief: The Business Benefits of Early Care and Education

University of Chicago Economics Professor / Nobel Laureate James Heckman provides a simple equation explaining the importance of investing in early childhood.

Here is a video describing the great returns for investing in young children.

Nurturing moms hold the key to healthy lifestyles.

Investing in preventative, data-driven early childhood education is the most cost-effective way to grow the nation’s economy

Early Care and Education: A Proven Approach to Effective Workforce Development, a PowerPoint by Lydia Logan, Vice President and Executive Director, Institute for a Competitive Workforce