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Here Today, Gone Tomorrow? Toward an Understanding of Fade-out in Early Childhood Education Programs

Author

Listed:
  • John List
  • Haruka Uchida
Abstract
An unsettling stylized fact is that decorated early childhood education programs improve cognitive skills in the short-term, but lose their efficacy after a few years. We implement a field experiment with two stages of randomization to explore the underpinnings of the fade-out effect. We first randomly assign preschool access to children, and then partner with the local school district to randomly assign the same children to classmates throughout elementary school. We find that the fade-out effect is critically linked to the share of classroom peers assigned to preschool access-with enough treated peers the classic fade-out effect is muted. Our results highlight a paradoxical insight: while the fade-out effect has been viewed as a devastating critique of early childhood programs, our results highlight that fade-out is a key rational for providing early education to all children. This is because human capital accumulation is inherently a social activity, leading early education programs to deliver their largest benefits at scale when everyone receives such programs.

Suggested Citation

  • John List & Haruka Uchida, 2024. "Here Today, Gone Tomorrow? Toward an Understanding of Fade-out in Early Childhood Education Programs," Framed Field Experiments 00797, The Field Experiments Website.
    • Handle: RePEc:feb:framed:00797
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    More about this item

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I30 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - General
    • J19 - Labor and Demographic Economics - - Demographic Economics - - - Other

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