On Education, Early Childhood, and Parenting

PEER-REVIEWED PUBLICATIONS AND WORKING PAPERS

“Experimental Evidence on Early Childhood Investment: The Impact of a Longer School Day,” revise and resubmit Journal of Human Resources, previous version available as Batten School working paper

Barr, Andrew and Chloe R. Gibbs. “Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood.” Journal of Political Economy 130, no.12 (2022): 3253–3285.

Bassok, Daphna, Chloe R. Gibbs, and Scott Latham. “Preschool and Children’s Outcomes in Elementary School: Have Patterns Changed Nationwide Between 1998 and 2010?” Child Development 90, no. 6 (2019): 1875–1897.

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.” 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.

“Demand-Side Child Care Subsidies When Caregiver Supply Matters: An Equilibrium Analysis” (with Jessica H. Brown, Chris M. Herbst, Aaron Sojourner, Erdal Tekin, and Matthew Wiswall) *paper is a new version of a prior collaboration with different coauthor configuration: “An Equilibrium Model of the Impact of Increased Public Investment in Early Childhood Education” (with Jonathan Borowsky, Jessica H. Brown, Elizabeth E. Davis, Chris M. Herbst, Aaron Sojourner, Erdal Tekin, and Matthew J. Wiswall), NBER Working Paper no. 30140, Cambridge, MA, 2022.

"A Matter of Time? The Impact of Full-day Kindergarten Expansions" (with Jocelyn Wikle and Riley Wilson)

“In-Kind Transfers and Early Childhood Development: Evidence from a Housing Assistance Lottery” (with Rob Collinson)

“Schooling in the Time of COVID-19: What Have We Learned?” (with Nana Addai, Martin Andersen, Chris Marsicano, and Kosali Simon)

“Teaching Teachers to Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence” (with Philip Oreopoulos, Michael Jensen, and Joseph Price)

"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

2023 Economic Report of the President, Chapter 4, “Investing in Young Children’s Care and Education.”

Borowsky, Jonathan, Jessica Brown, Elizabeth Davis, Chloe Gibbs, Chris Herbst, Erdal Tekin, and Matt Wiswall. “Fixing Child Care? What Expanded Public Subsidies Could Mean for Children, Families, and Teachers.” Brookings Brown Center Chalkboard, 2022.

Gibbs, Chloe. “Over the Child Care Cliff: The Already Challenging Child Care Market Is Likely to Become More Difficult.” Briefing Book, 2023.

Gibbs, Chloe. “Does Full-day Kindergarten Reduce Achievement Gaps?” University of Wisconsin–Madison, Institute for Research on Poverty Focus Newsletter vol. 33 no. 2, Madison, WI, 2017.

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.

Weiland, Christina, Daphna Bassok, Deborah A. Phillips, Elizabeth U. Cascio, Chloe Gibbs, and Deborah Stipek. “What Does the Tennessee Pre-K Study Really Tell Us About Public Preschool Programs?” Brookings Brown Center Chalkboard, 2022.

WORKS IN PROGRESS

“The Role of Soft Skills in Improving High School Students’ Post-Secondary Pathways” (with Monique Davis and Abbie Wozniak)

“The War on Poverty and Higher Education Access: Educational Attainment and Intergenerational Effects of Upward Bound” (with Brianna Felegi)

“The Maternal Employment Effects of Expanding Preschool Duration” (with Esra Kose and Maria Rosales-Rueda)

“School Readiness and Summer Slide: Supporting Parents in the Summer Before Kindergarten”

“Staying on Track: Comprehensive Case Management to Prevent High School Dropout” (with Thomas Dee and James Sullivan)