On Education, Early Childhood, and Parenting


PEER-REVIEWED PUBLICATIONS AND WORKING PAPERS

Maloney, Erin A., Benjamin A. Converse, Chloe R. Gibbs, Susan C. Levine, and Sian L. Beilock. "Jump-Starting Early Childhood Education at Home: Early Learning, Parent Motivation, and Public Policy," Perspectives on Psychological Science 10, no. 6 (2015): 727–732.

Gibbs, Chloe, Jens Ludwig, and Douglas L. Miller. “Head Start Origins and Impacts.” In Legacies of the War on Poverty, edited by Martha J. Bailey and Sheldon Danziger, 39–65. New York: Russell Sage Foundation Press, 2013.

Gibbs, Chloe, Jens Ludwig, and Douglas L. Miller. "Does Head Start Do Any Lasting Good?" NBER Working Paper no. 17452, Cambridge, MA, 2011.

“Experimental Evidence on Early Intervention: The Impact of Full-day Kindergarten,” under review

"Breaking the Cycle? The Intergenerational Effects of Head Start" (with Andrew Barr), under review

“Fade Out: Has the Relationship Between Preschool Participation and Early School Outcomes Changed Over Time?” (with Daphna Bassok and Scott Latham), under review

“English Language Learners in Public Pre-kindergarten Programs: Evidence from Miami-Dade” (with Dylan Conger, Yuuko Uchikoshi, and Adam Winsler), under review  

"A Promising Alternative: How Making College Free Affects Teens' Risky Behaviors" (with Jennifer Doleac)

“Treatments, Peers, and Treatment Effects in Full-day Kindergarten: Reconciling Experimental and Quasi-experimental Impact Evidence”

OTHER PUBLICATIONS

Gibbs, Chloe, Jens Ludwig, Douglas L. Miller, and Na’ama Shenhav. “Short-run Fade-out in Head Start and Implications for Long-run Effectiveness.” University of California, Davis, Center for Poverty Research Policy Brief vol. 4 no. 8, Davis, CA, 2016.

Hutchinson, Chloe R. “Promising Alternative or Dangerous Experiment? Framing the Debate over Economic School Integration Policies.” Chicago Policy Review 7, no. 1 (2003): 99–116.