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Source: House of Representatives
Resulting in 3 citations.
1. Brooks-Gunn, Jeanne
Do You Believe in Magic? What We Can Expect from Early Childhood Intervention Programs
Presented: Washington, DC, Congressional Briefing, U.S. House of Representative, Subcommittee on Ways and Means, May 2000.
Also: http://ccf.tc.columbia.edu/pdf/Magic%20article.pdf
Cohort(s): Children of the NLSY79
Publisher: U.S. Government Printing Office
Keyword(s): Birthweight; Child Development; Children, Poverty; Cognitive Development; Family Income; I.Q.; Peabody Picture Vocabulary Test (PPVT); Poverty; Pre/post Natal Behavior; Preschool Children; Welfare

Excerpt: It is a pleasure to participate in this research briefing on "Early Childhood Intervention Programs: Are the Costs Justified", sponsored by the Subcommittee on Human Resources of the U.S. House of Representatives Committee on Ways and Means and the Joint Center for Poverty Research. My goal is to provide a context in which to interpret the results from the evaluations of several early intervention programs, all of which provided high quality, center-based early childhood education (and family-oriented services). The title "Do You Believe in Magic?" is taken from a popular song from the 1960's (performed by the Lovin' Spoonful). The large effects seen at the end of early education are not due to magic; they are based on what is known about young children's development, and the conditions and circumstances that promote or impede it. The ingredients of high quality early education are not magic, either, and may be repeated across centers, settings, populations, and regions of the country. To expect effects to be sustained throughout childhood and adolescence, at their initial high levels, in the absence of continued high quality schooling, however, is to believe in magic. Indeed, the fact that effects are sustained, albeit at more modest levels, through adolescence in some cases, highlights the potential power of such initiatives.
Bibliography Citation
Brooks-Gunn, Jeanne. "Do You Believe in Magic? What We Can Expect from Early Childhood Intervention Programs." Presented: Washington, DC, Congressional Briefing, U.S. House of Representative, Subcommittee on Ways and Means, May 2000.
2. Mayer, Susan E.
How Much Does Additional Income Help Children?
Policy Briefing, Washington DC: U.S. House of Representatives Ways and Means Committee, July 11, 1997.
Also: http://www.jcpr.org/additional.html
Cohort(s): Children of the NLSY79, NLSY79
Publisher: U.S. Government Printing Office
Keyword(s): Adolescent Fertility; Behavioral Problems; Children, Well-Being; High School Dropouts; Income Dynamics/Shocks; Income Level; Peabody Individual Achievement Test (PIAT- Math); Peabody Picture Vocabulary Test (PPVT); Pregnancy, Adolescent

Research on the effect of income on children's life chances suggests that small changes in living standards might not hurt children much. Harm from a short term decline in living standards could eventually be offset if parental work eventually leads to higher wages, or if it sets a good example for the children. But little research suggests that either of these scenarios is likely for long-term welfare recipients.
Bibliography Citation
Mayer, Susan E. "How Much Does Additional Income Help Children?" Policy Briefing, Washington DC: U.S. House of Representatives Ways and Means Committee, July 11, 1997.
3. Riggs, Frank [R-CA]
Barrett, Bill [R-NE]
Goodling, William [R-PA]
Graham, Lindsey [R-SC]
Greenwood, James [R-PA]
Souder, Mark [R-IN]
H. R. 4241: A Bill to Amend the Head Start Act, and for Other Purposes
House of Representatives, July 16, 1998.
Also: http://www.govtrack.us/congress/bill.xpd?bill=h105-4241
Cohort(s): NLSY79
Publisher: U.S. Government Printing Office
Keyword(s): Academic Development; Behavioral Differences; Child Care; Child Development; Child Health; Children, Health Care; Cognitive Development; Drug Use; Family Size; Family Structure; Head Start; Income Level; Survey of Income and Program Participation (SIPP); Survey of Program Dynamics (SPD)

105th CONGRESS, 2d Session Mr. RIGGS (for himself, Mr. GOODLING, Mr. BARRETT of Nebraska, Mr. GREENWOOD, Mr. GRAHAM, and Mr. SOUDER) introduced the following bill; which was referred to the Committee on Education and the Workforce. This Act may be cited as the Head Start Amendments of 1998'. SEC. 2. TABLE OF CONTENTS. The table of contents for this Act is as follows: Sec. 1. Short title. Sec. 2. Table of contents. Sec. 3. Statement of purpose. (g) NATIONAL HEAD START IMPACT RESEARCH- (1) ANALYSES OF DATA BASES- The Secretary shall obtain analyses of the following existing databases to guide the evaluation recommendations of the expert panel appointed under paragraph (2) and to provide Congress with initial reports of potential Head Start outcomes. (A) by use of The Survey of Income and Program Participation (SIPP) conduct an analysis of the different income levels of Head Start participants compared to comparable persons who did not attend Head Start; (B) by use of The National Longitudinal Survey of Youth (NLSY) which began gathering data on children who attended Head Start from 1988 on, examine the wide range of outcomes measured within the Survey, including cognitive, socio-emotionaL behavioral, and academic development; (C) by use of The Survey of Program Dynamics, the new longitudinal survey required by the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, to begin annual reporting, through the duration of the Survey, on Head Start attendees' academic readiness performance and improvements; and (D) to ensure that The Survey of Program Dynamics be linked with the NLSY at least once by the use of a common performance test, to be determined by the expert panel, for the greater national usefulness of the NLSY database.
Bibliography Citation
Riggs, Frank [R-CA], Bill [R-NE] Barrett, William [R-PA] Goodling, Lindsey [R-SC] Graham, James [R-PA] Greenwood and Mark [R-IN] Souder. "H. R. 4241: A Bill to Amend the Head Start Act, and for Other Purposes." House of Representatives, July 16, 1998.