On Education, Early Childhood, and Parenting
PEER-REVIEWED PUBLICATIONS AND WORKING PAPERS
Bassok, Daphna, Chloe R. Gibbs, and Scott Latham. “Preschool and Children’s Outcomes in Elementary School: Have Patterns Changed Nationwide Between 1998 and 2010?” Forthcoming, Child Development (online version available April 17, 2018).
Conger, Dylan, Chloe R. Gibbs, Yuuko Uchikoshi, and Adam Winsler. “New Benefits of Public School Pre-kindergarten Programs: Early School Stability, Grade Promotion, and Exit from ELL Services.” Forthcoming, Early Childhood Research Quarterly 48 (2019): 26–35.
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. “Does Head Start Do Any Lasting Good?” NBER Working Paper no. 17452, Cambridge, MA, 2011. Published as: 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.
“Experimental Evidence on Early Childhood Intervention: The Impact of a Longer School Day,” under review, previous version available at EdPolicyWorks
"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”
"A Matter of Time? The Impact of Full-day Kindergarten Expansions"
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.