Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes

TLDR

High‑quality early childhood interventions for disadvantaged children have substantial impacts on later life outcomes, yet the mechanisms driving these effects remain poorly understood. This study analyzes how the Perry Preschool program enhanced adult outcomes by examining longitudinal cognitive and personality skill data. Using experimental data from the Perry Preschool program, the authors assess changes in cognitive and personality skills to identify causal channels. The analysis shows that experimentally induced personality skill changes account for a sizable portion of the program’s adult treatment effects. JEL codes: I21, I24, I28, J13, J24.

Abstract

A growing literature establishes that high quality early childhood interventions targeted toward disadvantaged children have substantial impacts on later life outcomes. Little is known about the mechanisms producing these impacts. This paper uses longitudinal data on cognitive and personality skills from an experimental evaluation of the influential Perry Preschool program to analyze the channels through which the program boosted both male and female participant outcomes. Experimentally induced changes in personality skills explain a sizable portion of adult treatment effects. (JEL I21, I24, I28, J13, J24)