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Cost‐Effectiveness of Early Childhood Interventions to Enhance Preschool: Evidence from a Randomized Experiment in Head Start Centers Enrolling Historically Underserved Populations

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  • David S. Knight
  • Susan Landry
  • Tricia A. Zucker
  • Emily C. Merz
  • Cathy L. Guttentag
  • Heather B. Taylor

Abstract

We evaluate the cost‐effectiveness of two early childhood interventions that use instructional coaching and parent coaching as levers for improvement. The study design allows us to compare the individual effects of each intervention as well as their combined effect on student outcomes. We find that teachers receiving instructional coaching improve their use of evidence‐based instructional practices, while families receiving parent coaching show increases in numerous responsive parenting behaviors associated with positive child outcomes. Both interventions demonstrate positive impacts on students, but only parent coaching shows statistically significant effects across a range of student outcomes. Instructional coaching alone is substantially less costly and may therefore be the most cost‐effective of the three treatment conditions; however, small sample sizes limit our ability to reach definitive conclusions. Policy simulations suggest that implementing these interventions could raise the overall cost‐effectiveness of Head Start by at least 16 percent.

Suggested Citation

  • David S. Knight & Susan Landry & Tricia A. Zucker & Emily C. Merz & Cathy L. Guttentag & Heather B. Taylor, 2019. "Cost‐Effectiveness of Early Childhood Interventions to Enhance Preschool: Evidence from a Randomized Experiment in Head Start Centers Enrolling Historically Underserved Populations," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 38(4), pages 891-917, September.
    • Handle: RePEc:wly:jpamgt:v:38:y:2019:i:4:p:891-917
    DOI: 10.1002/pam.22145
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