Reframing Policy and Practice Deliberations

Early education experiments have produced varied outcomes. The “classic” long-term studies, as well as more recent studies, affirm many practical benefits that extend into elementary school – most consistently, reductions in grade repetition and special education placement – and result in healthier, more productive adult lives. Despite decades of thoughtful critique, the myth of a fade-out effect persists. We conclude that when early education yields large and enduring effects, this likely is the result of both (1) building a robust early learning foundation via high-quality and sufficient dosage supports in the first 5 years of life and (2) affording reasonably strong subsequent educational, family, and/or community experiences. This is because human competence and neuroplasticity benefit from cognitive, social, and health opportunities across the lifespan. In this paper, we reflect on our 40+ years of experience in this field – from directly designing and implementing randomized controlled trials of multiple types of center-based early care and education programs as well as home visiting programs to advising and often reviewing and evaluating large-scale community, state, national, and international programs. We propose a set of hallmarks that we think distinguish the majority of programs that produced large magnitude and multiple life-course (and intergenerational) benefits. We hope these hallmarks will contribute to a reframing of policy and practice deliberations, resulting in a far greater consensus about how our communities can realistically and promptly reduce the large and burdensome educational inequalities and health disparities that continue to plague our nation’s lowest income and most marginalized children and families. The great divide within in the U.S., if not effectively curbed, will lessen the future for our democracy and will be a blight on all citizens and communities. Background to Understanding Successful Life-Course Studies The first set of pioneering early education experiments launched in the 1960s answered the question “Can children born into poverty benefit from educational enrichment prior to entering school?” with a resounding “Yes” (Lazar et al, 1982; C. Ramey, 1982). These social experiments, fueled by humanitarian concerns about poverty Ramey, C.T., & Ramey, S.L. (2017 in press). Reframing policy and practice deliberations: Twelve hallmarks of strategies to attain and sustain early childhood gains. In A.J. Reynolds, J.A. Temple, A.J. Rolnick, & Human Capital Research Collaborative (Eds.). Sustaining early childhood learning gains: Program, school, and family influences. United Kingdom: Cambridge University Press.