Here we go again
By Kathy G.
Last week, Megan McArdle briefly interrupted her union-bashing fiesta to serve up the following confused and confusing hot steaming pile o' truthiness:
I'm familiar with the research on parental skills and early childhood intervention. I just don't know what to do with it. So far I have not seen a single successful early childhood intervention that is even arguably scaleable: you're talking about intensively monitored programs using top-notch personnel, all of whom are deeply committed to the project's goals and procedures. The longest data set we have is, AFAIK, the Perry Pre-School Project, which produced exceedingly modest gains for a pricetag of more than $20,000 per child per year in today's dollars. Again, that's with a small program of highly committed staff.
What we got instead was Head Start, which produces small gains that most evidence suggests disappear a few years after the kids exit the program. Even if we wanted to do Perry Pre-School, or something even better, nationwide, where would we find the staff? Pre-K sounds great, but it's very likely to be slightly glorified baby sitting outside of affluent school districts that don't need it in the first place.
Since we're not (I hope) going to take kids out of the disadvantaged homes they are born to, the schools are what we're stuck with. And there are programs that work--at least, better than what we have now. They just bore the hell out of the teachers.
She concludes, "I'm not against early childhood intervention, if it works."
It's an odd post. First she says that the only (marginally, according to her) effective programs (like Perry) are too expensive and not scaleable. Next she says the large-scale programs like Head Start don't work. Then she says well, if they did work, such programs would bore the hell out of the teachers. Even if that's true, does she seriously believe that's a reason why we as a society should not do it? Memo to Megan: in the real world, most people have jobs that are frequently -- sometimes completely -- tedious. That is why they are paid to do them.
And then there's that sentence about "I'm not against early childhood intervention, if it works." This after a long list reasons of why such programs don't work, and if even they do, why we shouldn't enact them anyway. Wtf?
Okay, let's take on those factoids one by one.
But first, some background: as some of you may know, the leading researcher in this country on the impact of early childhood intervention is the Nobel prize-winning University of Chicago economist, James J. Heckman. Heckman is a University of Chicago economist in every sense of the word -- a very conservative dude. He's also a quant god -- econometric nerds know him for his famous "Heckman two-step" technique, which is a method of controlling for selection bias.
Anyway, Heckman has done groundbreaking work on the impact of early childhood intervention. And even he -- a hardcore conservative who's none too fond of government spending -- thinks it is something very much worth doing. Unlike we lefty types, he doesn't support it for equity and social justice reasons. He supports it because it's economically efficient. As he has shown, investing in early childhood education produces a substantial rate of return. In cost/benefit terms, it is very much worth our while to spend money on early childhood programs. Heckman, writing for that well-known organ of leftist command-and-control propaganda, the Wall Street Journal opinion page, sums up the case for early childhood intervention:
It is a rare public policy initiative that promotes fairness and social justice and, at the same time, promotes productivity in the economy and in society at large. Investing in disadvantaged young children is such a policy. The traditional argument for providing enriched environments for disadvantaged young children is based on considerations of fairness and social justice. But another argument can be made that complements and strengthens the first one. It is based on economic efficiency, and it is more compelling than the equity argument, in part because the gains from such investment can be quantified -- and they are large.
There are many reasons why investing in disadvantaged young children has a high economic return. Early interventions for disadvantaged children promote schooling, raise the quality of the work force, enhance the productivity of schools, and reduce crime, teenage pregnancy and welfare dependency. They raise earnings and promote social attachment. Focusing solely on earnings gains, returns to dollars invested are as high as 15% to 17%.


