Arthur J. Reynolds is a Professor in the Institute of Child Development at the University of Minnesota and the director of the Chicago Longitudinal Study (CLS). He is also co-director of the Human Capital Research Collaborative. Reynolds investigates the effects and economic benefits of early childhood programs, and the Chicago study is one of the most extensive life course studies of early experience. His interests include child development and social policy, evaluation research, prevention science, and school and family influences on educational success and adult well-being. His publications include Success in Early Intervention: The Child-Parent Centers (2000), Early Childhood Programs for a New Century (2003), several adult follow-up studies, and two cost-benefit analyses of the Child-Parent Center Program. Arthur J. Rolnick is senior vice president and director of research at the Federal Reserve Bank of Minneapolis and an associate economist with the Federal Open Market Committee. He has been a Visiting Professor of Economics at Boston College, the University of Chicago, and the University of Minnesota. Most recently he was an Adjunct Professor of Economics in the MBA program at Lingnan College, Guangzhou, China, and the University of Minnesota's Carlson School of Management. His research interests include banking and financial economics, monetary policy, monetary history, the economics of federalism, and the economics of education. Rolnick's essays on public policy issues have gained national attention, and his work on early childhood development has garnered numerous awards, including those from Edutopia, the George Lucas Educational Foundation, and the Minnesota Department of Health. Michelle M. Englund is a research associate and affiliate member of the Graduate Faculty in Child Psychology at the Institute of Child Development, University of Minnesota. Her research interests are in the areas of education and substance use. More specifically her work in the area of education examines how relationships (with parents, peers, and teachers) influence educational success across development, and her work on substance use behaviors examines the developmental predictors of patterns of substance use in adolescence and early adulthood and adult functioning resulting from the interplay between earlier development and substance use. Englund's research has been published in Child Development, Development and Psychopathology, Addiction, and the Journal of Educational Research. She is a co-investigator on the Minnesota Longitudinal Study of Parents and Children. Judy A. Temple is an Associate Professor in the Humphrey Institute of Public Affairs and the Department of Applied Economics and Adjunct Professor in the Institute of Child Development at the University of Minnesota. Previously, she was an Associate Professor of Economics at Northern Illinois University, where she taught and conducted research in public economics. Her major interests are public economics, economics of education, early education, cost-benefit analysis, and policy evaluation. Temple's recent work focuses on evaluation of the long-term effects of early educational interventions. She conducted the economic analysis of the nationally recognized Child-Parent Center Program and is co-principal investigator in the Chicago Longitudinal Study, which has followed 1,500 young children from low-income neighborhoods into adulthood. She has published articles in the National Tax Journal, the Southern Economic Journal, the Journal of the American Medical Association, and the Economics of Education Review.

“This volume is the encyclopedia of early childhood education and development. It’s all here – the basic research, the programs, the evaluations, the human capital framework, the benefit-cost studies, and the best researchers, theorists, and policy analysts. It would be impossible to put more information, theories, insights, and good writing about early childhood between two covers. Both students and experts will find a lot to like in this comprehensive and nicely organized volume.” – Ron Haskins, The Brookings Institution

• Remarks: the essential role of youth development Robert H. Bruininks; 1. Early childhood development and human capital Arthur J. Reynolds, Arthur J. Rolnick, Michelle M. Englund and Judy A. Temple; Part I. Prenatal and Infant Programs: 2. WIC turns 35: program effectiveness and future directions Barbara Devaney; 3. The nurse-family partnership: from trials to practice David L. Olds; 4. Carolina Abecedarian Project Frances A. Campbell and Craig T. Ramey; 5. Early Head Start impacts at age 3 and a description of the age 5 follow-up study Helen H. Raikes, Rachel Chazan-Cohen, John M. Love and Jeanne Brooks-Gunn; Part II. Preschool Education: 6. Project Head Start: quality and links to child outcomes Gary Resnick; 7. How to take the HighScope Perry Preschool to scale Lawrence J. Schweinhart; 8. Impacts and implications of the Child-Parent Center Preschool Arthur J. Reynolds, Judy A. Temple and Suh-Ruu Ou; 9. Small miracles in Tulsa: the effects of universal pre-k on cognitive development William T. Gormley, Jr; 10. Lessons from the evaluation of the Great Start Readiness Program: a longitudinal evaluation Marijata Daniel-Echols, Elena V. Malofeeva and Lawrence Schweinhart; 11. Abbott Preschool Program Longitudinal Effects Study (APPLES) year one findings Ellen Frede, W. Steven Barnett, Kwanghee Jung, Cynthia Esposito Lamy and Alexandra Figueras; Remarks: are we promising too much for preschool education programs? Edward Zigler; Part III. Kindergarten and Early School Age Services: 12. School readiness and the reading achievement gap: can full-day kindergarten level the playing field? Vi-Nhuan Le, Sheila Nataraj Kirby, Heather Barney, Claude Messan Setodji and Daniel Gershwin; 13. Small classes in the early grades: one policy, multiple outcomes Jeremy D. Finn, Allison E. Suriani and Charles M. Achilles; 14. Opportunity in early education: improving teacher-child interactions and child outcomes Andrew J. Mashburn and Robert C. Pianta; Part IV. Economic Syntheses of Early Childhood Investments: Remarks at the Early Childhood Research Collaborative Conference Gary H. Stern: 15. The cost effectiveness of public investment in high-quality prekindergarten: a state level synthesis Robert G. Lynch; 16. The fiscal returns to public educational investments in African American males Clive Belfield and Henry Levin; 17. A new cost-benefit and rate of return analysis for the Perry Preschool Program: a summary James J. Heckman, Seong Hyeok Moon, Rodrigo Pinto, Peter Savelyev and Adam Yavitz; 18. Investing in our young people Flavio Cunha and James Heckman; 19. Paths of effects of preschool participation to educational attainment at age 20: a study of the Child-Parent Centers, High/Scope Perry Preschool, and Abecedarian Project Arthur J. Reynolds, Michelle M. Englund, Suh-Ruu Ou, Lawrence J. Schweinhart and Frances Campbell; Appendix: question and answer sessions.

Arthur J. Reynolds is a Professor in the Institute of Child Development at the University of Minnesota and the director of the Chicago Longitudinal Study (CLS). He is also co-director of the Human Capital Research Collaborative. Reynolds investigates the effects and economic benefits of early childhood programs, and the Chicago study is one of the most extensive life course studies of early experience. His interests include child development and social policy, evaluation research, prevention science, and school and family influences on educational success and adult well-being. His publications include Success in Early Intervention: The Child-Parent Centers (2000), Early Childhood Programs for a New Century (2003), several adult follow-up studies, and two cost-benefit analyses of the Child-Parent Center Program. Arthur J. Rolnick is senior vice president and director of research at the Federal Reserve Bank of Minneapolis and an associate economist with the Federal Open Market Committee. He has been a Visiting Professor of Economics at Boston College, the University of Chicago, and the University of Minnesota. Most recently he was an Adjunct Professor of Economics in the MBA program at Lingnan College, Guangzhou, China, and the University of Minnesota's Carlson School of Management. His research interests include banking and financial economics, monetary policy, monetary history, the economics of federalism, and the economics of education. Rolnick's essays on public policy issues have gained national attention, and his work on early childhood development has garnered numerous awards, including those from Edutopia, the George Lucas Educational Foundation, and the Minnesota Department of Health. Michelle M. Englund is a research associate and affiliate member of the Graduate Faculty in Child Psychology at the Institute of Child Development, University of Minnesota. Her research interests are in the areas of education and substance use. More specifically her work in the area of education examines how relationships (with parents, peers, and teachers) influence educational success across development, and her work on substance use behaviors examines the developmental predictors of patterns of substance use in adolescence and early adulthood and adult functioning resulting from the interplay between earlier development and substance use. Englund's research has been published in Child Development, Development and Psychopathology, Addiction, and the Journal of Educational Research. She is a co-investigator on the Minnesota Longitudinal Study of Parents and Children. Judy A. Temple is an Associate Professor in the Humphrey Institute of Public Affairs and the Department of Applied Economics and Adjunct Professor in the Institute of Child Development at the University of Minnesota. Previously, she was an Associate Professor of Economics at Northern Illinois University, where she taught and conducted research in public economics. Her major interests are public economics, economics of education, early education, cost-benefit analysis, and policy evaluation. Temple's recent work focuses on evaluation of the long-term effects of early educational interventions. She conducted the economic analysis of the nationally recognized Child-Parent Center Program and is co-principal investigator in the Chicago Longitudinal Study, which has followed 1,500 young children from low-income neighborhoods into adulthood. She has published articles in the National Tax Journal, the Southern Economic Journal, the Journal of the American Medical Association, and the Economics of Education Review.

“This volume is the encyclopedia of early childhood education and development. It’s all here – the basic research, the programs, the evaluations, the human capital framework, the benefit-cost studies, and the best researchers, theorists, and policy analysts. It would be impossible to put more information, theories, insights, and good writing about early childhood between two covers. Both students and experts will find a lot to like in this comprehensive and nicely organized volume.” – Ron Haskins, The Brookings Institution

• Remarks: the essential role of youth development Robert H. Bruininks; 1. Early childhood development and human capital Arthur J. Reynolds, Arthur J. Rolnick, Michelle M. Englund and Judy A. Temple; Part I. Prenatal and Infant Programs: 2. WIC turns 35: program effectiveness and future directions Barbara Devaney; 3. The nurse-family partnership: from trials to practice David L. Olds; 4. Carolina Abecedarian Project Frances A. Campbell and Craig T. Ramey; 5. Early Head Start impacts at age 3 and a description of the age 5 follow-up study Helen H. Raikes, Rachel Chazan-Cohen, John M. Love and Jeanne Brooks-Gunn; Part II. Preschool Education: 6. Project Head Start: quality and links to child outcomes Gary Resnick; 7. How to take the HighScope Perry Preschool to scale Lawrence J. Schweinhart; 8. Impacts and implications of the Child-Parent Center Preschool Arthur J. Reynolds, Judy A. Temple and Suh-Ruu Ou; 9. Small miracles in Tulsa: the effects of universal pre-k on cognitive development William T. Gormley, Jr; 10. Lessons from the evaluation of the Great Start Readiness Program: a longitudinal evaluation Marijata Daniel-Echols, Elena V. Malofeeva and Lawrence Schweinhart; 11. Abbott Preschool Program Longitudinal Effects Study (APPLES) year one findings Ellen Frede, W. Steven Barnett, Kwanghee Jung, Cynthia Esposito Lamy and Alexandra Figueras; Remarks: are we promising too much for preschool education programs? Edward Zigler; Part III. Kindergarten and Early School Age Services: 12. School readiness and the reading achievement gap: can full-day kindergarten level the playing field? Vi-Nhuan Le, Sheila Nataraj Kirby, Heather Barney, Claude Messan Setodji and Daniel Gershwin; 13. Small classes in the early grades: one policy, multiple outcomes Jeremy D. Finn, Allison E. Suriani and Charles M. Achilles; 14. Opportunity in early education: improving teacher-child interactions and child outcomes Andrew J. Mashburn and Robert C. Pianta; Part IV. Economic Syntheses of Early Childhood Investments: Remarks at the Early Childhood Research Collaborative Conference Gary H. Stern: 15. The cost effectiveness of public investment in high-quality prekindergarten: a state level synthesis Robert G. Lynch; 16. The fiscal returns to public educational investments in African American males Clive Belfield and Henry Levin; 17. A new cost-benefit and rate of return analysis for the Perry Preschool Program: a summary James J. Heckman, Seong Hyeok Moon, Rodrigo Pinto, Peter Savelyev and Adam Yavitz; 18. Investing in our young people Flavio Cunha and James Heckman; 19. Paths of effects of preschool participation to educational attainment at age 20: a study of the Child-Parent Centers, High/Scope Perry Preschool, and Abecedarian Project Arthur J. Reynolds, Michelle M. Englund, Suh-Ruu Ou, Lawrence J. Schweinhart and Frances Campbell; Appendix: question and answer sessions.

Arthur J. Reynolds is a Professor in the Institute of Child Development at the University of Minnesota and the director of the Chicago Longitudinal Study (CLS). He is also co-director of the Human Capital Research Collaborative. Reynolds investigates the effects and economic benefits of early childhood programs, and the Chicago study is one of the most extensive life course studies of early experience. His interests include child development and social policy, evaluation research, prevention science, and school and family influences on educational success and adult well-being. His publications include Success in Early Intervention: The Child-Parent Centers (2000), Early Childhood Programs for a New Century (2003), several adult follow-up studies, and two cost-benefit analyses of the Child-Parent Center Program. Arthur J. Rolnick is senior vice president and director of research at the Federal Reserve Bank of Minneapolis and an associate economist with the Federal Open Market Committee. He has been a Visiting Professor of Economics at Boston College, the University of Chicago, and the University of Minnesota. Most recently he was an Adjunct Professor of Economics in the MBA program at Lingnan College, Guangzhou, China, and the University of Minnesota's Carlson School of Management. His research interests include banking and financial economics, monetary policy, monetary history, the economics of federalism, and the economics of education. Rolnick's essays on public policy issues have gained national attention, and his work on early childhood development has garnered numerous awards, including those from Edutopia, the George Lucas Educational Foundation, and the Minnesota Department of Health. Michelle M. Englund is a research associate and affiliate member of the Graduate Faculty in Child Psychology at the Institute of Child Development, University of Minnesota. Her research interests are in the areas of education and substance use. More specifically her work in the area of education examines how relationships (with parents, peers, and teachers) influence educational success across development, and her work on substance use behaviors examines the developmental predictors of patterns of substance use in adolescence and early adulthood and adult functioning resulting from the interplay between earlier development and substance use. Englund's research has been published in Child Development, Development and Psychopathology, Addiction, and the Journal of Educational Research. She is a co-investigator on the Minnesota Longitudinal Study of Parents and Children. Judy A. Temple is an Associate Professor in the Humphrey Institute of Public Affairs and the Department of Applied Economics and Adjunct Professor in the Institute of Child Development at the University of Minnesota. Previously, she was an Associate Professor of Economics at Northern Illinois University, where she taught and conducted research in public economics. Her major interests are public economics, economics of education, early education, cost-benefit analysis, and policy evaluation. Temple's recent work focuses on evaluation of the long-term effects of early educational interventions. She conducted the economic analysis of the nationally recognized Child-Parent Center Program and is co-principal investigator in the Chicago Longitudinal Study, which has followed 1,500 young children from low-income neighborhoods into adulthood. She has published articles in the National Tax Journal, the Southern Economic Journal, the Journal of the American Medical Association, and the Economics of Education Review.

“This volume is the encyclopedia of early childhood education and development. It’s all here – the basic research, the programs, the evaluations, the human capital framework, the benefit-cost studies, and the best researchers, theorists, and policy analysts. It would be impossible to put more information, theories, insights, and good writing about early childhood between two covers. Both students and experts will find a lot to like in this comprehensive and nicely organized volume.” – Ron Haskins, The Brookings Institution

• Remarks: the essential role of youth development Robert H. Bruininks; 1. Early childhood development and human capital Arthur J. Reynolds, Arthur J. Rolnick, Michelle M. Englund and Judy A. Temple; Part I. Prenatal and Infant Programs: 2. WIC turns 35: program effectiveness and future directions Barbara Devaney; 3. The nurse-family partnership: from trials to practice David L. Olds; 4. Carolina Abecedarian Project Frances A. Campbell and Craig T. Ramey; 5. Early Head Start impacts at age 3 and a description of the age 5 follow-up study Helen H. Raikes, Rachel Chazan-Cohen, John M. Love and Jeanne Brooks-Gunn; Part II. Preschool Education: 6. Project Head Start: quality and links to child outcomes Gary Resnick; 7. How to take the HighScope Perry Preschool to scale Lawrence J. Schweinhart; 8. Impacts and implications of the Child-Parent Center Preschool Arthur J. Reynolds, Judy A. Temple and Suh-Ruu Ou; 9. Small miracles in Tulsa: the effects of universal pre-k on cognitive development William T. Gormley, Jr; 10. Lessons from the evaluation of the Great Start Readiness Program: a longitudinal evaluation Marijata Daniel-Echols, Elena V. Malofeeva and Lawrence Schweinhart; 11. Abbott Preschool Program Longitudinal Effects Study (APPLES) year one findings Ellen Frede, W. Steven Barnett, Kwanghee Jung, Cynthia Esposito Lamy and Alexandra Figueras; Remarks: are we promising too much for preschool education programs? Edward Zigler; Part III. Kindergarten and Early School Age Services: 12. School readiness and the reading achievement gap: can full-day kindergarten level the playing field? Vi-Nhuan Le, Sheila Nataraj Kirby, Heather Barney, Claude Messan Setodji and Daniel Gershwin; 13. Small classes in the early grades: one policy, multiple outcomes Jeremy D. Finn, Allison E. Suriani and Charles M. Achilles; 14. Opportunity in early education: improving teacher-child interactions and child outcomes Andrew J. Mashburn and Robert C. Pianta; Part IV. Economic Syntheses of Early Childhood Investments: Remarks at the Early Childhood Research Collaborative Conference Gary H. Stern: 15. The cost effectiveness of public investment in high-quality prekindergarten: a state level synthesis Robert G. Lynch; 16. The fiscal returns to public educational investments in African American males Clive Belfield and Henry Levin; 17. A new cost-benefit and rate of return analysis for the Perry Preschool Program: a summary James J. Heckman, Seong Hyeok Moon, Rodrigo Pinto, Peter Savelyev and Adam Yavitz; 18. Investing in our young people Flavio Cunha and James Heckman; 19. Paths of effects of preschool participation to educational attainment at age 20: a study of the Child-Parent Centers, High/Scope Perry Preschool, and Abecedarian Project Arthur J. Reynolds, Michelle M. Englund, Suh-Ruu Ou, Lawrence J. Schweinhart and Frances Campbell; Appendix: question and answer sessions.