The Perry High/Scope Preschool Program: A Critique: Comparison
Please note this is a comparison between Version 9 by Geert Driessen and Version 16 by Geert Driessen.

Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are warrantjustified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry Preschool Project, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, ssettings and conditions, and target groups, as is being claimed?

  • Pre- and Early School Education
  • Early Childhood Education
  • educational disadvantage
  • Perry Preschool
  • High/Scope
  • James Heckman
  • generalization
  • external validity
Please wait, diff process is still running!

References

  1. Stevens, P.; Dworkin, G. . The Palgrave Handbook of Race and Ethnic Inequalities in Education; Springer Science and Business Media LLC: Dordrecht, GX, Netherlands, 2019; pp. x.
  2. Demeuse, M., Frandji, D., Greger, D., & Rochex, J.-Y.. Educational Policies and Inequalities in Europe; Springer Science and Business Media LLC: Dordrecht, GX, Netherlands, 2012; pp. x.
  3. Kody Long; Rachel Renbarger; Persistence of Poverty: How Measures of Socioeconomic Status Have Changed Over Time. Educ. Res. 2023, 52, 144-154.
  4. Selcuk R. Sirin; Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Rev. Educ. Res. 2005, 75, 417-453.
  5. Driessen, G. The Validity of Educational Disadvantage Policy Indicators. Educational Policy Analysis and Strategic Research 2017, 12, 93-108.
  6. Marco Francesconi; James J. Heckman; Child Development and Parental Investment: Introduction. Econ. J. 2016, 126, F1-F27.
  7. Bourdieu, P., & Passeron, J.-C.. Reproduction in Education, Society, Culture; Sage: Beverly Hills, CA, 1977; pp. x.
  8. Driessen, G. Ethnicity, Forms of Capital, and Educational Achievement. Int. Rev. Educ. 2001, 47, 513-538.
  9. OECD. Equity and quality in education: Supporting disadvantaged students and schools.; OECD: Paris, 2012; pp. x.
  10. Teese, R., Lamb, S., & Duru-Bellat, M.. International Studies in Educational Inequality, Theory and Policy; Springer Science and Business Media LLC: Dordrecht, GX, Netherlands, 2007; pp. x.
  11. Driessen, G.. Combating ethnic educational disadvantage in the Netherlands. An analysis of policies and effects.; Kassimeris, C., & Vryonides, M., Eds.; Routledge: New York, 2012; pp. 31-51.
  12. Driessen, G.. The many facets of educational disadvantage. Policies, interventions, effects.; Eliva Press: Chișinău, Moldova, 2022; pp. x.
  13. Goodman, R., & Burton, D. What is the nature of the achievement gap, why does it persist and are government goals sufficient to create social justice in the education system?. Educ. 3-13 2012, 40, 500-514.
  14. Cederberg, M., Hartsmar, N., & Lingärde, S.. Educational policies that address social inequality. Thematic review: Socioeconomic disadvantage.; Malmö University: Malmö, 2009; pp. x.
  15. Hanushek, E.; Peterson, P.; Talpey, L.; & Woessmann, L. The achievement gap fails to close: Half century of testing shows persistent divide between haves and have-nots.. Education Next 2019, 9, 8-17.
  16. Passaretta, G.; Skopek, J. . Roots and Development of Achievement Gaps. A Longitudinal Assessment in Selected European Countries; Trinity College: Dublin, Ireland, 2018; pp. x.
  17. Reardon, S.. The widening academic achievement gap between the rich and the poor: New evidence and possible explanations.; R. Murnane & G. Duncan, Eds.; Russell Sage Foundation Press: New York, 2011; pp. 91-116.
  18. Bastian A. Betthäuser; Anders M. Bach-Mortensen; Per Engzell; A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic. Nat. Hum. Behav. 2023, 7, 375-385.
  19. Per Engzell; Arun Frey; Mark D. Verhagen; Learning loss due to school closures during the COVID-19 pandemic. null 2021, 118, x.
  20. OECD. Starting Strong 2017; Organisation for Economic Co-Operation and Development (OECD): Paris, France, 2017; pp. x.
  21. James J Heckman; Policies to foster human capital. Res. Econ. 2000, 54, 3-56.
  22. Robert C. Pianta; W. Steven Barnett; Margaret Burchinal; Kathy R. Thornburg; The Effects of Preschool Education. Psychol. Sci. Public Interes. 2009, 10, 49-88.
  23. Remy Pages; Dylan J. Lukes; Drew H. Bailey; Greg J. Duncan; Elusive Longer-Run Impacts of Head Start: Replications Within and Across Cohorts. Educ. Evaluation Policy Anal. 2020, 42, 471-492.
  24. Unesco. Investing against evidence: the global state of early childhood care and education; UNESCO: Paris, France, 2015; pp. x.
  25. Lynn Karoly; M. Kilburn; Jill Cannon. Early Childhood Interventions: Proven Results, Future Promise; Rand Corporation: Santa Monica, CA, United States, 2005; pp. x.
  26. Sharon Lynn Kagan. The Early Advantage 2—Building Systems That Work for Young Children; Teachers College Press: New York, NY, 2019; pp. x.
  27. Schweinhart, L.; Montie, J.; Xiang, Z.; Barnett, W.; Belfield, C.; Nores, M.. Study Through Age 40. Summary, Conclusions, and Frequently Asked Questions; High/Scope Press: Ypsilanti, MI, 2005; pp. x.
  28. Benoit Guerin. Breaking the cycle of disadvantage: Early Childhood interventions and progression to higher education in Europe; Rand Corporation: Santa Monica, CA, United States, 2014; pp. x.
  29. Sneha Elango; Jorge Luis García; James J. Heckman; Andrés Hojman. Early Childhood Education; IZA: Berlin, 2015; pp. x.
  30. Molloy C., Quinn, P., Harrop C., Perini N., Goldfeld S.. Restacking the Odds – Communication Summary: Early childhood education and care: An evidence-based review of indicators to assess quality, quantity, and participation; MCRI: Melbourne, Australia, 2019; pp. x.
  31. Armor, D. . The Evidence on Universal Preschool. Are Benefits Worth the Cost?; Cato Institute Policy Analysis: Washington, DC, 2014; pp. x.
  32. Corey A. DeAngelis; Heidi Holmes Erickson; Gary W. Ritter; What’s the state of the evidence on pre-K programmes in the United States? A systematic review. Educ. Rev. 2018, 72, 495-519.
  33. Fukkink, R.; Jilink, L.; Oostdam, R. A meta-analysis of the impact of early childhood interventions on the development of children in the Netherlands: An inconvenient truth? . EUR EARLY CHILD EDUC 2017, 25, 656-666.
  34. Amy E. Lowenstein; Early Care and Education as Educational Panacea: What Do We Really Know About Its Effectiveness?. Educ. Policy 2011, 25, 92-114.
  35. Building the Evidence Base for What Works . obamawhitehouse.archives.gov. Retrieved 2023-8-14Nishank Varshney; Judy A. Temple; Arthur J. Reynolds; Early Education and Adult Health: Age 37 Impacts and Economic Benefits of the Child-Parent Center Preschool Program. J. Benefit-Cost Anal. 2022, 13, 57-90.
  36. Nishank Varshney; Judy A. Temple; Arthur J. Reynolds; Early Education and Adult Health: Age 37 Impacts and Economic Benefits of the Child-Parent Center Preschool Program. J. Benefit-Cost Anal. 2022, 13, 57-90.Michel Vandenbroeck. Early Childhood Care and Education Policies that Make a Difference; Springer Science and Business Media LLC: Dordrecht, GX, Netherlands, 2020; pp. 169-191.
  37. Michel Vandenbroeck. Early Childhood Care and Education Policies that Make a Difference; Springer Science and Business Media LLC: Dordrecht, GX, Netherlands, 2020; pp. 169-191.Meloy, B., Gardner, M., & Darling-Hammond, L. . Untangling the evidence on preschool effectiveness: Insights for policymakers; Learning Policy Institute.: Palo Alto, CA, 2019; pp. x.
  38. Meloy, B., Gardner, M., & Darling-Hammond, L. . Untangling the evidence on preschool effectiveness: Insights for policymakers; Learning Policy Institute.: Palo Alto, CA, 2019; pp. x.Drew Bailey; Greg J. Duncan; Candice L. Odgers; Winnie Yu; Persistence and Fadeout in the Impacts of Child and Adolescent Interventions. J. Res. Educ. Eff. 2016, 10, 7-39.
  39. Drew Bailey; Greg J. Duncan; Candice L. Odgers; Winnie Yu; Persistence and Fadeout in the Impacts of Child and Adolescent Interventions. J. Res. Educ. Eff. 2016, 10, 7-39.Perry Preschool Study. . highscope.org. Retrieved 2023-8-3
  40. Perry Preschool Study. . highscope.org. Retrieved 2023-8-3French, G. . The HighScope approach to early learning. ; M. Mhic Mahuna & M. Taylor, Eds.; Gill and McMillan: Dublin, Ireland, 2012; pp. 127-134.
  41. French, G. . The HighScope approach to early learning. ; M. Mhic Mahuna & M. Taylor, Eds.; Gill and McMillan: Dublin, Ireland, 2012; pp. 127-134.Li, Weilin, Greg J. Duncan, Katherine Magnuson, Holly S. Schindler, Hirokazu Yoshikawa, and Jimmy Leak.. Timing in Early Childhood Education: How Cognitive and Achievement Program Impacts Vary by Starting Age, Program Duration, and Time Since the End of the Program; Brown University: Providence, RI, 2020; pp. x.
  42. Li, Weilin, Greg J. Duncan, Katherine Magnuson, Holly S. Schindler, Hirokazu Yoshikawa, and Jimmy Leak.. Timing in Early Childhood Education: How Cognitive and Achievement Program Impacts Vary by Starting Age, Program Duration, and Time Since the End of the Program; Brown University: Providence, RI, 2020; pp. x.Parks, G. The High/Scope Perry Preschool Project. Juvenile Justice Bulletin 2000, October, 1-7.
  43. Parks, G. The High/Scope Perry Preschool Project. Juvenile Justice Bulletin 2000, October, 1-7.Jorge Luis García; Frederik Bennhoff; Duncan Ermini Leaf; James Heckman. The Dynastic Benefits of Early Childhood Education; National Bureau of Economic Research: Cambridge, MA, United States, 2021; pp. x.
  44. Jorge Luis García; Frederik Bennhoff; Duncan Ermini Leaf; James Heckman. The Dynastic Benefits of Early Childhood Education; National Bureau of Economic Research: Cambridge, MA, United States, 2021; pp. x.Heckman, J. The Economics of Inequality The Value of Early Childhood Education. AMERICAN EDUCATOR 2011, Spring, 31-47.
  45. Heckman, J. The Economics of Inequality The Value of Early Childhood Education. AMBette Chambers; Alan C.K. Cheung; Robert E. Slavin; Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review. Educ. RICAN EDUCATOes. R ev. 2011, Spring, 31-47.6, 18, 88-111.
  46. Bette Chambers; Alan C.K. Cheung; Robert E. Slavin; Literacy and language outcomes of comprehensive and developmental-constructivist approaches to early childhood education: A systematic review. Educ. Res. Rev. 2016, 18, 88-111.Schweinhart, L.; Montie, J.; Xiang, Z.; Barnett, W.; Belfield, C.; Nores, M. . The High/Scope Perry Preschool Study Through Age 40. Summary, Conclusions, and Frequently Asked Questions; High/Scope Press: Ypsilanti, MI, 2005; pp. x.
  47. James J. Heckman; Seong Hyeok Moon; Rodrigo Pinto; Peter A. Savelyev; Adam Yavitz; The rate of return to the HighScope Perry Preschool Program. J. Public Econ. 2010, 94, 114-128.
  48. HighScope . wikipedia.org. Retrieved 2023-8-4
  49. James Heckman; Rodrigo Pinto; Peter Savelyev; Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes. Am. Econ. Rev. 2013, 103, 2052-2086.
  50. Misrepresented evidence doesn’t serve pre-K programs well. . brookings.edu. Retrieved 2023-8-3Armor, D. . The Evidence on Universal Preschool. Are Benefits Worth the Cost? ; Cato Institute Policy Analysis: Washington, DC, 2014; pp. x.
  51. Geert Driessen; The evidence for the effectiveness of family- and center-based early childhood education programs. Int. J. Pedagog. Innov. New Technol. 2020, 7, 106-115.French, G. . The HighScope approach to early learning. In Early Childhood Education and Care: An Introduction for Students in Ireland; M. Mhic Mahuna & M. Taylor, Eds.; Gill and McMillan: Dublin, Ireland, 2012; pp. 127-134.
  52. Michael L. Anderson; Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects. J. Am. Stat. Assoc. 2008, 103, 1481-1495.Misrepresented evidence doesn’t serve pre-K programs well. . brookings.edu. Retrieved 2023-8-3
  53. Schweinhart, L.. The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions; High/Scope Press: Ypsilanti, MI, 2007; pp. x.Geert Driessen; The evidence for the effectiveness of family- and center-based early childhood education programs. Int. J. Pedagog. Innov. New Technol. 2020, 7, 106-115.
  54. Pound, L.. How Children Learn; Step Forward: Leamington Spa, 2005; pp. x.Meloy, B.; Gardner, M.; Darling-Hammond, L. . Untangling the Evidence on Preschool Effectiveness: Insights for Policymaker; Learning Policy Institute: Palo Alto, CA, 2019; pp. x.
  55. Olsen, P.. Understanding the Promise of Universal Preschool; A. Reynolds, M. Wang & H. Walberg, Eds.; Child Welfare League of America Inc.: Washington, DC, 2003; pp. 329-352.Michael L. Anderson; Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects. J. Am. Stat. Assoc. 2008, 103, 1481-1495.
  56. Barnett, S.. The Perry Preschool Study Stands the Test of Time, but It Doesn’t Stand Alone; National Institute for Early Education Research: New Brunswick, NJ, 2010; pp. x.Schweinhart, L.. The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions; High/Scope Press: Ypsilanti, MI, 2007; pp. x.
  57. The latest Perry Preschool analysis: Noisy data +noisy methods + flexible summarizing = Bigclaims . statmodeling.stat.columbia.edu. Retrieved 2023-8-7Pound, L.. How Children Learn; Step Forward: Leamington Spa, 2005; pp. x.
  58. K. O’Neill (2014.) Setting the record straight on Perry Preschool. Brainwave Trust Newsletter 2 Summer Olsen, P.. Understanding the Promise of Universal Preschool; A. Reynolds, M. Wang & H. Walberg, Eds.; Child Welfare League of America Inc.: Washington, DC, 2003; pp. 329-352.
  59. Does Pre-k Work? It Depends How Picky You Are . brookings.edu. Retrieved 2023-8-14Barnett, S.. The Perry Preschool Study Stands the Test of Time, but It Doesn’t Stand Alone; National Institute for Early Education Research: New Brunswick, NJ, 2010; pp. x.
  60. Gabriella Conti; James J. Heckman; Rodrigo Pinto. The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviors; NBER: Cambridge, MA, 2015; pp. xx.The latest Perry Preschool analysis: Noisy data +noisy methods + flexible summarizing = Bigclaims . statmodeling.stat.columbia.edu. Retrieved 2023-8-7
  61. James Heckman; Ganesh Karapakula. Intergenerational and Intragenerational Externalities of the Perry Preschool Project; National Bureau of Economic Research: Cambridge, MA, United States, 2019; pp. x.Robert Slavin; Dewi Smith; The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education. Educ. Evaluation Policy Anal. 2009, 31, 500-506.
  62. Robert Slavin; Dewi Smith; The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education. EducGreg J. Duncan; Katherine Magnuson; Investing in Preschool Programs. J. Evaluaticon Policy Anal. Perspect. 2009, 31, 500-506.13, 27, 109-132.
  63. Greg J. Duncan; Katherine Magnuson; Investing in Preschool Programs. J.Schweinhart, L., Berrueta-Clement, J., Barnett, W., Epstein, A., & Weikart, D. Effects of the Perry Preschool Program on Youths Through Age 19: A Summary . Topics in Ecarly Childhoon. Perspect. 20d Special Education 13, 27, 109-132.985, 5, 26-35.
  64. Rodrigo Pinto; Azeem Shaikh; Adam Yavitz; James Heckman. Inference with Imperfect Randomization: The Case of the Perry Preschool Program; NBER: Cambridge, MA, 2010; pp. xx.Lawrence J. Schweinhart, Jeanne Montie, Zongping Xiang, W. Steven Barnett, Clive R. Belfield, & Milagros Nores. The High/Scope Perry Preschool Study Through Age 40 Summary, Conclusions, and Frequently Asked Questions ; HighScope: Ypsilanti, MI, 2005; pp. x.
  65. Schweinhart, L., Berrueta-Clement, J., Barnett, W., Epstein, A., & Weikart, D. Effects of the Perry Preschool Program on Youths Through Age 19: A Summary . Topics in Peter Muennig; Lawrence Schweinhart; Jeanne Montie; Matthew Neidell; Effects of a Prekindergarten Educational Intervention on Adult Health: 37-Year Follow-Up Results of a Randomized Controlled Trial. RESEarly ARChildhood Special H AND PRACTICEducation 1 200985, 5, 26-35., 99, 1431-1437.
  66. Lawrence J. Schweinhart, Jeanne Montie, Zongping Xiang, W. Steven Barnett, Clive R. Belfield, & Milagros Nores. The High/Scope Perry Preschool Study Through Age 40 Summary, Conclusions, and Frequently Asked Questions ; HighScope: Ypsilanti, MI, 2005; pp. x.Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. Intelligence: Knowns and unknowns.. American Psychologist 1996, 51, 77-101.
  67. Peter Muennig; Lawrence Schweinhart; Jeanne Montie; Matthew Neidell; Effects of a Prekindergarten Educational Intervention on Adult Health: 37-Year Follow-Up Results of a Randomized Controlled Trial. RESEARCH AND PRACTICE 2009, 99, 1431-1437.Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki, & Kenneth B. Robin. Preschool Assessment: A Guide to Developing a Balanced Approach; NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH: Ypsilanti, MI, 2004; pp. x.
  68. Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. Intelligence: Knowns and unknowns.. American Psychologist 1996, 51, 77-101.Jorge Luis García; James J. Heckman; Victor Ronda. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans; NBER: Cambridge, MA, 2021; pp. x.
  69. Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki, & Kenneth B. Robin. Preschool Assessment: A Guide to Developing a Balanced Approach; NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH: Ypsilanti, MI, 2004; pp. x.Jorge Luis García; James J. Heckman; Victor Ronda. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans; National Bureau of Economic Research: Cambridge, MA, 2019; pp. x.
  70. Jorge Luis García; James J. Heckman; Victor Ronda. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans; NBER: Cambridge, MA, 2021; pp. x.Lawrence J. Schweinhart; Long-term follow-up of a preschool experiment. J. Exp. Criminol. 2013, 9, 389-409.
  71. Lawrence J. Schweinhart; Long-term follow-up of a preschool experiment. J. Exp. Criminol. 2013, 9, 389-409.Misrepresented evidence doesn’t serve pre-K programs well . brookings.edu. Retrieved 2023-8-7
  72. James J. Heckman; Skill Formation and the Economics of Investing in Disadvantaged Children. Sci. 2006, 312, 1900-1902.
  73. James Heckman; Seong Hyeok Moon; Rodrigo Pinto; Peter Savelyev; Adam Yavitz; Analyzing social experiments as implemented: A reexamination of the evidence from the HighScope Perry Preschool Program. Quant. Econ. 2010, 1, 1-46.
  74. James J. Heckman; Ganesh Karapakula. The Perry Preschoolers at Late Midlife: A Study in Design-Specific Inference; NBER: Cambridge, MA, 2019; pp. x.Jorge Luis García; James J. Heckman; Victor Ronda. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans; National Bureau of Economic Research: Cambridge, MA, 2021; pp. x.
  75. Goldhaber, D. In Schools, Teacher Quality Matters Most: Today’s research reinforces Coleman’s findings.. Education Next 2016, 16, 56-62.James J. Heckman; Ganesh Karapakula. The Perry Preschoolers at Late Midlife: A Study in Design-Specific Inference; NBER: Cambridge, MA, 2019; pp. x.
  76. Sander Gerritsen; Erik Plug; Dinand Webbink. Teacher quality and student achievement: Evidence from a Dutch sample of twins; CPB: The Hague, 2014; pp. x.James J. Heckman; Ganesh Karapakula. Intergenerational and Intragenerational Externalities of the Perry Preschool Project; NBER: Cambridge, MA, 2019; pp. z.
  77. King Rice, J.. Teacher Quality Understanding the Effectiveness of Teacher Attributes; Economic Policy Institute: Washington, DC, 2003; pp. x.Goldhaber, D. In Schools, Teacher Quality Matters Most: Today’s research reinforces Coleman’s findings.. Education Next 2016, 16, 56-62.
  78. Jorge Luis Garcia; James J. Heckman; Victor Ronda. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans; National Bureau of Economic Research: Cambridge, MA, 2019; pp. x.Sander Gerritsen; Erik Plug; Dinand Webbink. eacher quality and student achievement: Evidence from a Dutch sample of twins; CPB: The Hague, 2014; pp. x.
  79. Pong, S., Dronkers, J., & Hampden-Thompson, G. Family policies and children’s school achievement in single- versus two-parent families. Journal of Marriage and Family 2003, 65, 681–699.King Rice, J.. Teacher Quality Understanding the Effectiveness of Teacher Attributes; Economic Policy Institute: Washington, DC, 2003; pp. x.
  80. Barajas, M. Academic Achievement of Children in Single Parent Homes: A Critical Review. The Hilltop Review 2011, 5, x.Jorge Luis Garcia; James J. Heckman; Victor Ronda. The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans; National Bureau of Economic Research: Cambridge, MA, 2019; pp. x.
  81. Driessen, G. . The Perry Preschool Program: Model or Atypical? ; D. Pérez-Jorge , Eds.; Nova Science Publishers: Hauppauge, NY, 2024; pp. xx-xx.Pong, S., Dronkers, J., & Hampden-Thompson, G. Family policies and children’s school achievement in single- versus two-parent families. Journal of Marriage and Family 2003, 65, 681–699.
  82. Geert Driessen De generaliseerbaarheid van een VVE-modelprogramma Heckmans dubieuze claims. Barajas, M. Academic Achievement of Children in Single Parent Homes: A Critical Review. The OrHillthopedagogiek: Onderzoek en Praktijk, op Review 2024, 63, xx-xx.11, 5, x.
  83. Carter, P.; Merry, M. . Wall to Wall: Examining the Ecology of Racial and Educational Inequality with Research; Spencer Foundation: Chicago, IL, 2021; pp. x.Driessen, G. . The Perry Preschool Program: Model or Atypical? ; D. Pérez-Jorge , Eds.; Nova Science Publishers: Hauppauge, NY, 2024; pp. xx-xx.
  84. Weikart, D. Preschool Programs: Preliminary Findings. J. Spec. Educ. 1966, 1, 163-181.Carter, P.; Merry, M. . Wall to Wall: Examining the Ecology of Racial and Educational Inequality with Research; Spencer Foundation: Chicago, IL, 2021; pp. x.
  85. APA. Publication Manual of the American Psychological Association, Seventh Edition; APA: Washington, DC, 2020; pp. x.Driessen, G.. The Many Facets of Educational Disadvantage. Policies, Interventions, Effects. ; Eliva Press: Chișinău, Moldova, 2022; pp. x.
  86. Kaspar Burger; How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Child. Res. Q. 2010, 25, 140-165.Stevens, P.; Dworkin, G. . The Palgrave Handbook of Race and Ethnic Inequalities in Education; Palgrave Macmillan: Basingstoke, UK, 2014; pp. x.
  87. Race and Crime in the United States . wikipedia.org. Retrieved 2023-8-4Weikart, D. Preschool Programs: Preliminary Findings. J. Spec. Educ. 1966, 1, 163-181.
  88. Jorge Luis García; James J. Heckman. Parenting Promotes Social Mobility Within and Across Generations; NBER: Cambridge, MA, 2022; pp. xx.APA. Publication Manual of the American Psychological Association, Seventh Edition; APA: Washington, DC, 2020; pp. x.
  89. Kaspar Burger; How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Child. Res. Q. 2010, 25, 140-165.
  90. Driessen, G.. The many facets of educational disadvantage. Policies, interventions, effects; Eliva Press: Chișinău, Moldova, 2022; pp. x.
  91. Race and Crime in the United States . wikipedia.org. Retrieved 2023-8-4
  92. Race and Crime in the United States. . wikipedia.org. Retrieved 2023-8-4
More
Video Production Service