This study examined the impact of early childhood education, specifically Head Start, on children's non-cognitive outcomes such as internalizing and externalizing behavior. The researchers used a longitudinal dataset and regression models to compare outcomes for children who attended Head Start versus other pre-K programs or no pre-K. The results showed that Head Start had a positive impact on internalizing behaviors into elementary school but the effects faded over time. For externalizing behaviors, no significant effects were found. Subgroup analyses found some benefits for low-income children's internalizing behaviors. The study had limitations but implications include improving Head Start quality and practices to better promote non-cognitive skills.

1. The Impact of Early Childhood Education
on Children's Non-Cognitive Outcomes
Jiarui Zhang, Uyen (Sophie) Nguyen, Zijian Huang
Capstone Project Advisor: Professor Weinstein
Steinhardt School of Culture, Education, and Human Development
12/14/2015

2. I. Background
II. Research Questions
III. Research Design & Method
IV. Main Findings
V. Limitations & Policy Implications
Presentation Overview
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3. ● Landscape of Pre-K Education
○ In 1960, 10% of 3- and 4-year-olds enrolled
○ In 2005, 69% of all 4 year-olds nationwide
○ In 2013-2014, state-funded pre-K served 1,347,272 children
○ In 2013-2014, the total state funding increased to $5.6 billion
I. Background
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4. ● Head Start
○ Founded in 1965, a federally-funded early childhood education
program for low-income children under 5
○ Designed to help break the cycle of poverty
○ A comprehensive program to meet children’s emotional, social,
health, nutritional and psychological needs
● Non-cognitive Skills
○ Definition
○ Measurement
○ Importance
I. Background
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5. ● Existing Studies on Head Start’s Impact
○ Cognitive outcomes: clear
○ Non-cognitive outcomes: mixed and not much
● Fade-out Effects
○ Children’s cognitive outcomes will fade out around grade 3 or 4 in
elementary school.
I. Background
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6. ● What is the impact of attending pre-school on students' non-cognitive
outcomes?
○ Specifically, Head Start vs other pre-k programs vs no pre-k
attendance
● Do non-cognitive outcomes fade out as in the case of cognitive
outcomes? If so, when?
II. Research Questions
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7. ● Data
○ Early Childhood Longitudinal Study (ECLS-K: 98/99)
○ Total number of observations: 21,409
● Sample
○ Sampling frame: all U.S. public and private school students
○ Target sample: children from grade 3 to grade 8 who report their
pre-K education status and non-cognitive outcomes
○ Sample restriction: pre-K education quality
○ Final sample size: 13,117
III. Research Design & Method
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8. ● Measure and Procedure
○ For students: one-on-one assessments & questionnaires in
grade 3, 5, and 8
○ For parents: computer-assisted telephone interviews &
questionnaires in kindergarten to grade 8
○ For school administrators: self-administered paper
questionnaires in grade 5 to 8
III. Research Design & Method
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9. III. Research Design & Method
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10. ● Treatment Group vs. Comparison Groups
○ Children attended Head Start vs. children attended other pre-K
programs
■ Other pre-K programs include day-care centers, preschool
centers, and nursery programs
○ Children attended Head Start vs. children didn’t attend any pre-
K programs
III. Research Design & Method
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11. ● Linear regression model
○ Dependent variables (standardized)
■ Children’s internal scores in grade 3, 5, and 8
■ Children’s external scores in grade 3 and 5
○ Key independent variable
■ Head Start treatment
○ Covariates
■ Individual characteristics
■ Family characteristics
■ Neighborhood characteristics
III. Research Design & Method
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12. Children’s
internal scores
in grades 3, 5,
and 8
III. Research Design & Method
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original score Standardized score

13. Children’s
external scores
in grades 3 and
5
III. Research Design & Method
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original score Standardized score

14. Part of the
descriptive
statistics
for the
study
III. Research Design & Method
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15. Linear regression model:
Z represents Head Start treatment
T represents time dummy variables representing change of grades
X represents all other covariates
defines the Head Start children’s change from grade 3 to time point T
defines the comparison group children’s change from grade 3 to T
So is the difference in difference
III. Research Design & Method
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16. Controlling for individual, family, and neighborhood characteristics
Robust standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1
IV. Main Findings: Internalizing Behavior Problems
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Regression Results Internal Scores
Variables Head Start vs. Other Pre-K Head Start vs. No Pre-K
Head Start -0.320*** (0.073) -0.213*** (0.082)
Grade 5 0.193*** (0.043) 0.246*** (0.057)
Grade 8 0.131*** (0.042) 0.298*** (0.055)
Head Start Grade 5 0.121 (0.092) 0.037 (0.104)
Head Start Grade 8 0.494*** (0.089) 0.309*** (0.100)
Constant -0.322 (0.205) -1.003*** (0.252)
N 11,538 7,008

17. IV. Main Findings: Internalizing Behavior Problems
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18. IV. Main Findings: Internalizing Behavior Problems
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19. IV. Main Findings: Externalizing Behavior Problems
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FINAL MODEL External Scores
Variables Head Start vs. Other Pre-K Head Start vs. No Pre-K
Head Start -0.128 (0.078) -0.092 (0.080)
Grade 5 0.198*** (0.045) 0.223*** (0.055)
Head Start Grade 5 -0.045 (0.096) -0.061 (0.104)
Constant -0.403* (0.231) -1.257*** (0.315)
N 7,713 4,679
Controlling for individual, family, and neighborhood characteristics
Robust standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1

20. IV. Main Findings: Externalizing Behavior Problems
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21. IV. Main Findings: Subgroup Analyses
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22. IV. Main Findings: Subgroup Analyses
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LOW-INCOME GROUP Internal Scores
Variables Head Start vs. Other Pre-K Head Start vs. No Pre-K
Head Start -0.133 (0.138) -0.338** (0.135)
Grade 5 0.297** (0.129) 0.181* (0.107)
Grade 8 0.416*** (0.141) 0.370*** (0.114)
Head Start Grade 5 0.078 (0.168) 0.147 (0.163)
Head Start Grade 8 0.190 (0.179) 0.260 (0.166)
Constant -0.621 (0.484) -1.234*** (0.581)
N 2,092 2,239
Controlling for individual, family, and neighborhood characteristics
Robust standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1

23. IV. Main Findings: Subgroup Analyses
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LOW-INCOME GROUP External Scores
Variables Head Start vs. Other Pre-K Head Start vs. No Pre-K
Head Start 0.004 (0.138) -0.195 (0.128)
Grade 5 0.315** (0.130) 0.171 (0.110)
Head Start Grade 5 -0.097 (0.175) 0.052 (0.163)
Constant -1.500** (0.700) -0.733 (0.773)
N 1,488 1,580
Controlling for individual, family, and neighborhood characteristics
Robust standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1

24. ● Limitations
○ Restriction of variables
■ Dependent variables
■ Covariates
○ Assumptions of models
■ Assumption for baseline covariates
■ Assumption for other interventions
V. Limitations & Policy Implications
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25. ● Policy Implications
○ Revamping Head Start: more academic?
■ Non-cognitive skills as a mediator for cognitive outcomes
○ Quality: practices that promote non-cognitive outcomes
V. Limitations & Policy Implications
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26. Questions?
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Q&A

27. Thank you for listening!
Contacts:
Zijian Huang: zh620@nyu.edu
Uyen (Sophie) Nguyen: sophie.nguyen@nyu.edu
Jiarui Zhang: jz1874@nyu.edu
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