开始:VCALENDAR版本:2.0 PRODID: / /学院Labor Economics//Zope//EN METHOD:PUBLISH CALSCALE:GREGORIAN BEGIN:VTIMEZONE TZID:Europe/Berlin BEGIN:DAYLIGHT TZOFFSETFROM:+0100 RRULE:FREQ=YEARLY;BYMONTH=3;BYDAY=-1SU DTSTART:19810329T020000 TZNAME:CEST TZOFFSETTO:+0200 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 RRULE:FREQ=YEARLY;BYMONTH=10;BYDAY=-1SU DTSTART:19961027T030000 TZNAME:CET TZOFFSETTO:+0100 END:STANDARD END:VTIMEZONE BEGIN:VEVENT UID:30541497909600@conference.iza.org LOCATION;CHARSET=UTF-8: DESCRIPTION:We explore whether early childhood human-capital investments are complementary to those made later in life. Using the Panel Study of Income Dynamics, we compare the adult outcomes of cohorts who were differentially exposed to policy-induced changes in pre-school (Head Start) spending and school-finance-reform-induced changes in public K12 school spending during childhood, depending on place and year of birth. Difference-in-difference instrumental variables and sibling-difference estimates indicate that, for poor children, increases in Head Start spending and increases in public K12 spending each individually increased educational attainment and earnings, and reduced the likelihood of both poverty and incarceration in adulthood. The benefits of Head Start spending were larger when followed by access to better-funded public K12 schools, and the increases in K12 spending were more efficacious for poor children who were exposed to higher levels of Head Start spending during their preschool years. The findings suggest that early investments in the skills of disadvantaged children that are followed by sustained educational investments over time can effectively break the cycle of poverty. SEQUENCE:1 X-APPLE-TRAVEL-ADVISORY-BEHAVIOR:AUTOMATIC SUMMARY:IZA Seminar: Reducing Inequality Through Dynamic Complementarity: Evidence From Head Start And Public School Spending by Kirabo Jackson (Northwestern University) DTSTART;TZID=Europe/Berlin:20170620T000000 DTEND;TZID=Europe/Berlin:T000000 END:VEVENT END:VCALENDAR