Professor James Heckman
This brief paper summarizes evidence on the effects of early environments on child, adolescent, and adult achievement. Heckman argues that investing in disadvantaged pupils is a public policy initiative that promotes fairness and social justice and at the same time promotes productivity in the economy and in society at large.
Early interventions, targeted toward disadvantaged pupils tend to have higher returns than later interventions such as reduced pupil:teacher ratios or tuition subsidies. Though he adds that early investments must be followed by later investments and effective interventions if maximum value is to be realized.
Heckman also suggests too much public policy focuses on cognitive test score outcomes when measuring the success of interventions, in spite of the evidence on the importance of non-cognitive skills in social success.
In listing research, EdCentral makes no judgment or recommendation as to its quality, validity or methodology and none should be inferred. Through peer ratings left by education practitioners, EdCentral’s aim is to support the development of a repository of shared knowledge and experience.
* Please note that your reading list can only be saved permanently if you are logged into your account.