Cost-Effectiveness of Early Childhood Programs for Low-Income Children: Findings from the Evaluation of Project Giant Step.

Autor/inn/en	Glantz, Frederic B.; und weitere
Institution	Abt Associates, Inc., Cambridge, MA.
Titel	Cost-Effectiveness of Early Childhood Programs for Low-Income Children: Findings from the Evaluation of Project Giant Step.
Quelle	(1991), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Cognitive Ability; Cognitive Measurement; Cost Effectiveness; Day Care Centers; Developmentally Appropriate Practices; Economically Disadvantaged; Family Programs; Low Income Groups; Parent Participation; Preschool Children; Preschool Education; Program Evaluation; Public Schools; Services; Tables (Data); New York (New York); Preschool Inventory + Suchen Sie Ihr Suchwort? Kindesentwicklung; Denkfähigkeit; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Day care centres; Hort; Entwicklungsbezogene Bildung; Family program; Familienprogramm; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Dienstleistung; Tabelle
Abstract	This paper reports on the findings of an evaluation of Project Giant Step, a program funded by New York City to provide comprehensive services to all 4-year-olds in the city, beginning with low-income children who are unserved by existing programs. Both the costs and effects of Project Giant Step are examined. Effects of the program on children were determined by means of the Preschool Inventory, which measures achievement in areas regarded by the developers as necessary for success in school. The findings indicate that the program had a significant impact on children's cognitive performance, and that the magnitude of the program's effects was directly related to program costs. It was found that the higher a program's expenditures per child, the higher the average cognitive gains of the children. Results provide some insights into the tradeoffs that policymakers must make between the quality of care in publicly funded early childhood programs and the number of children that can be served. Included are 15 exhibits of related material. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC