Positive Dynamic Partial Effects of Head Start for Jointly Dependent Good and Bad Outcomes

Abstract

We adopt a framework to specify a household's child development technology with a set of interdependent inputs and outputs, finding significant, productive dynamic effects due to young children's Head Start participation. Our panel data estimates show that initial counter-productive partial effects from Head Start relative to non-Head Start participation are quickly overcome as the child matures so that this program causes significant improvements in math and reading scores as well as a significant reduction of behavioral problems over time. Measures of technical efficiency and productivity change over time for children with Head Start are highly consistent with these trends.