Data and Code for: Reducing Inequality through Dynamic Complementarity: Evidence from Head Start and Public School Spending

Principal Investigator(s): View help for Principal Investigator(s) Rucker Johnson, University of California-Berkeley; Kirabo Jackson, Northwestern University

Version: View help for Version V1

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Project Citation:

Johnson, Rucker , and Jackson, Kirabo. Data and Code for: Reducing Inequality through Dynamic Complementarity: Evidence from Head Start and Public School Spending. Nashville, TN: American Economic Association [publisher], 2023. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-06-01. https://doi.org/10.3886/E186164V1

Project Description

Summary: We compare the adult outcomes of cohorts who were differentially exposed to policy-induced changes in Head Start and K–12 spending, depending on place and year of birth. IV and sibling-difference estimates indicate that, for poor children, these policies both increased educational attainment and earnings, and reduced poverty and incarceration. The benefits of Head Start were larger when followed by access to better-funded schools, and increases in K–12 spending were more efficacious when preceded by Head Start exposure. The findings suggest dynamic complementarities, implying that early educational investments that are sustained may break the cycle of poverty.

Scope of Project

JEL Classification:
      H52 National Government Expenditures and Education
      H75 State and Local Government: Health; Education; Welfare; Public Pensions
      I21 Analysis of Education
      I26 Returns to Education
      I28 Education: Government Policy
      I32 Measurement and Analysis of Poverty
      I38 Welfare, Well-Being, and Poverty: Government Programs; Provision and Effects of Welfare Programs

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Published Versions

V2 [2025-05-02]

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