[net-gold] The Case for $320000 Kindergarten Teachers An article and a Blog
- From: "David P. Dillard" <jwne@xxxxxxxxxx>
- To: Net-Gold <Net-Gold@xxxxxxxxxxxxxxx>, Temple University Net-Gold Archive <net-gold@xxxxxxxxxxxxxxxxxxx>, Temple Gold Discussion Group <TEMPLE-GOLD@xxxxxxxxxxxxxxxxxxx>, Net-Gold <net-gold@xxxxxxxxxxxxxxxx>, Sean Grigsby <myarchives1@xxxxxxxxxxxxxxx>, Educator Gold <Educator-Gold@xxxxxxxxxxxxxxx>, Educator Gold <Educator-Gold@xxxxxxxxxxxxxxxx>, K12AdminLIFE <K12AdminLIFE@xxxxxxxxxxxxxxx>, Net-Platinum <net-platinum@xxxxxxxxxxxxxxx>, NetGold <netgold@xxxxxxxxxxxxxxx>, "Net-Gold @ Nabble" <ml-node+3172864-337556105@xxxxxxxxxxxxx>, K-12ADMINLIFE <K12ADMIN@xxxxxxxxxxxxxxxxxxx>, MediaMentor <mediamentor@xxxxxxxxxxxxxxx>, Digital Divide Diversity MLS <mls-digitaldivide@xxxxxxxxxxxxxxx>, net-gold@xxxxxxxxxxxxx
- Date: Thu, 29 Jul 2010 23:57:10 -0400 (EDT)
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The Case for $320000 Kindergarten Teachers An article and a Blog
The Case for $320,000 Kindergarten Teachers
By DAVID LEONHARDT
July 27, 2010
NPR
<http://www.npr.org/blogs/money/
2010/07/28/128819707/the-kindergarten-experiment>
The Case for $320,000 Kindergarten Teachers
By DAVID LEONHARDT
How much do your kindergarten teacher
and classmates affect the rest of
your life?
Economists have generally thought
that the answer was not much. Great
teachers and early childhood programs
can have a big short-term effect.
But the impact tends to fade. By junior
high and high school, children
who had excellent early schooling do
little better on tests than
similar children who did not which
raises the demoralizing question
of how much of a difference schools
and teachers can make.
There has always been one major caveat,
however, to the research on the
fade-out effect. It was based mainly
on test scores, not on a broader
set of measures, like a child's health
or eventual earnings. As Raj Chetty,
a Harvard economist, says: We don't
really care about test scores.
We care about adult outcomes.
Early this year, Mr. Chetty and
five other researchers set out to fill
this void. They examined the life
paths of almost 12,000 children who
had been part of a well-known education
experiment in Tennessee in the
1980s. The children are now about 30,
well started on their adult lives.
On Tuesday, Mr. Chetty presented
the findings not yet peer-reviewed
at an academic conference in
Cambridge, Mass. They're fairly
explosive.
Just as in other studies, the
Tennessee experiment found that some
teachers were able to help students
learn vastly more than other
teachers. And just as in other
studies, the effect largely disappeared
by junior high, based on test scores.
Yet when Mr. Chetty and his colleagues
took another look at the students
in adulthood, they discovered that
the legacy of kindergarten had
re-emerged.
Students who had learned much more
in kindergarten were more likely to
go to college than students with
otherwise similar backgrounds.
Students who learned more were also
less likely to become single
parents. As adults, they were more
likely to be saving for retirement.
Perhaps most striking, they were
earning more.
All else equal, they were making
about an extra $100 a year at age 27
for every percentile they had moved
up the test-score distribution over
the course of kindergarten. A student
who went from average to the 60th
percentile a typical jump for a
5-year-old with a good teacher
could expect to make about $1,000 more
a year at age 27 than a student
who remained at the average. Over time,
the effect seems to grow, too.
The economists don't pretend to know
the exact causes. But it's not
hard to come up with plausible
guesses. Good early education can impart
skills that last a lifetime patience,
discipline, manners,
perseverance. The tests that 5-year-olds
take may pick up these skills,
even if later multiple-choice tests do not.
<snip>
The complete article may be read at the URL above.
Bonnie Bracey Sutton
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