Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 14 Number: 3 Page: 136–147
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The High/Scope Perry Preschool Study: A Case Study in Random Assignment
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Lawrence J. Schweinhart
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The High/Scope Perry Preschool Study is one of the most convincing studies of the long-term benefits of good preschool programmes for young children living in poverty. This study has three essential strengths:
random assignment of its 123 study participants to a programme group and a no-programme group; virtually no attrition of study participants; and a plausible, consistent pattern of causes and effects from
preschool to adulthood. Only one-fifth as many programme as no-programme group members were arrested five or more times (7% vs. 35%) and fewer than one-third as many were arrested for drug
dealing (7% vs. 25%). One-third again as many programme as no-programme group members graduated from high school or the equivalent (71% vs. 54%). Four times as many earned $2000
or more per month (29% vs. 7%). Three-fourths as many received welfare assistance or other social services at some time as adults (59% vs. 80%). Programme females had only about
two-thirds as many out-of-wedlock births as did no-programme females (57% of births vs. 83% of births). Cost-benefit analysis shows that the preschool programme was an excellent investment
for society, with a sizeable positive net present value for either one or two years of preschool education.
© Multilingual Matters 2000
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