Compared to What? Variation in the Impacts of Early Childhood Education by Alternative Care-Type Settings
Early childhood education research often compares a group of children who receive the intervention of interest to a group of children who receive care in a range of different care settings. In this paper, we estimate differential impacts of an early childhood intervention by alternative care setting, using data from the Head Start Impact Study, a large-scale randomized evaluation. To do so, we utilize the principal stratification framework, a generalization of the instrumental variables approach, to estimate separate impacts for two types of Compliers: those children who would otherwise be in other center-based care when assigned to control and those who would otherwise be in home-based care. We find strong, positive short-term effects of Head Start on receptive vocabulary for those Compliers who would otherwise be in home-based care. By contrast, we find no meaningful impact of Head Start on vocabulary for those Compliers who would otherwise be in other center-based care. Our findings suggest that alternative care type is a potentially important source of variation in early childhood education interventions.
Avi Feller is an assistant professor at the Goldman School, where he works at the intersection of public policy and statistics. His methodological research centers on learning more from social policy evaluations, especially randomized experiments. His applied research focuses on working with governments to use data to design and implement policy interventions, including through Pay for Success contracts and Social Impact Bonds. Prior to his doctoral studies, Feller served as Special Assistant to the Director at the White House Office of Management and Budget and worked at the Center on Budget and Policy Priorities. Feller received a Ph.D. in Statistics from Harvard University, an M.Sc. in Applied Statistics as a Rhodes Scholar at the University of Oxford, and a B.A. in Political Science and Applied Mathematics from Yale University.