dinazimmerman
Incurious Bastard
As I pointed out before, "others are liable for the position of poor blacks in America, remedy lies wholly in the hands of the inner-city black community itself." The inner-city black community needs leaders that promote the policies Heckman recommends in this article: http://jenni.uchicago.edu/papers/Heckman_2011_Daedalus_v140_n2.pdf. I'm quoting the important parts:
So what exactly does Heckman mean by "voluntary, culturally sensitive support for parenting?"
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In contemporary American society, the racial gap in achievement is primarily caused by gaps in skills. We live in a skill-based society, where both cognitive and soft skills determine life success. Inequality in skills and school performance is strongly linked to inequality in family environments. The precise mechanisms through which families produce skills are under investigation, but much is already known: namely, parenting matters. The true measure of child poverty and advantage corresponds to the quality of parenting a child receives, not just the money available to a household.
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A growing percentage of American children across all racial and ethnic groups is being raised in dysfunctional families. The widening divide between the early environments of advantaged and disadvantaged children foreshadows even greater inequality in the next generation of Americans. We have learned a lot about how to foster skills since the 1960s, when the War on Poverty attempted to remediate skills deficits in people of all ages and developmental stages.
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Investments that foster early life skills enhance the productivity of investment at later ages. They support schools and enhance the productivity of adult job training. Because of the dynamic complementarity of skill formation, policies that attack inequality at its early origins are cost effective. They promote equality and, at the same time, promote economic effciency. Such policies have no equity-efficiency trade-off.
The malleability and plasticity of young children declines with age. This fact makes investment in disadvantaged, low-skilled young adults less effective. To achieve the same adult outcomes, later-life remediation for disadvantage costs far more than early-life prevention. There is an equity-effciency trade-off for later-life remediation activities.
Our current policies to reduce achievement gaps ignore these simple truths. America currently places too much emphasis on improving schools compared to improving family resources. Supplementing the parenting resources of disadvantaged Americans will bolster American schools and enhance the effectiveness of school reforms. It will lower the burden of later-life remediation. A comprehensive, cost-effective policy to enhance the skills of disadvantaged children of all racial and ethnic backgrounds through voluntary, culturally sensitive support for parenting is a politically and economically sound strategy.
So what exactly does Heckman mean by "voluntary, culturally sensitive support for parenting?"
Supplement Disadvantaged Families, Dont Blame Them.
What are the best ways to aid struggling families? How can society devise a cost-effective policy that promotes skill formation in children that acknowledges the trends affecting many American families? Many great minds have recognized that the family is a major source of social inequality. Some have even proposed replacing the family a policy that has been tried, with disastrous consequences. Nothing can substitute for a parents love and care. Public policy must be reformulated to supplement family child-rearing resources when they are lacking and to recognize the dynamics of skill formationthe biology and neuroscience showing that skills beget skills; that success breeds success; that disadvantage affects the biology of the child and retards his or her development in terms of health, character, and intelligence.
While we do not yet know all of the mechanisms through which families influence their children, we know enough to suggest the broad contours of an effective child development strategy. Supplementing the early years of disadvantaged children addresses a major source of inequality. Indeed, many programs that supplement the child-rearing resources of families are effective. For example, the Perry Preschool Program targeted African American preschoolers in a city just outside Detroit who were born into poverty and had subnormal iq scores. For two years, the program taught children to plan, execute, and evaluate daily projects in a structured setting. It fostered social skills. Weekly home visits encouraged parenting. The Perry program was evaluated using random assignment with long-term follow-up for forty years. Rates of return were 7 to 10 percent per annumhigher than the return on equity over the postwar period from 1945 to 2008 and before the recent market meltdown. Notably, the Perry program did not boost the IQs of participants. It instead fostered soft skills.
The Perry program and other successful child development programs work because they start early. Benefits include enhanced school readiness and reduced burdens on schools special education programs. They produce benefits in the teen years such as better health behaviors, reduced teenage pregnancy, and lessened participation in crime. They promote higher adult productivity and self-suffciency. They supplement the family by working with both the mother and the child. Successful programs are voluntary and do not impair the sanctity of the family. Most mothers, however disadvantaged, want the best for their children. The voluntary nature of these programs avoids coercion and condescension and promotes dignity.
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A strategy that places greater emphasis on parenting resources directed at the early years prevents rather than remediates problems. It makes families active participants in the process of child development. Adolescent remediation strategies as currently implemented are much less effective. This is the flip side of the argument for early intervention. Many skills that are malleable in the early years are much less so in the teenage years. As a consequence, remediating academic and social deficits later is much more costly, and, even then, sometimes ineffective. Certainly, such strategies earn annual rates of return far below the rates estimated for the Perry Program.
High-quality early childhood interventions involve none of the trade-offs between equity and efficiency that plague most public policies. Early interventions produce broadly based benefits and reduce social and economic inequality. At the same time, they promote productivity and economic efficiency. They are both fair and efficient. In contrast, the school-focused No Child Left Behind program diverts skill-development away from areas other than tested math and reading. Because it ignores inequality at the starting gate, No Child Left Behind in fact leaves many children behind.