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The Reggio Approach is an early childhood approach in Northern Italy that encourages child-led learning in an open learning environment. Although it is a widely adapted form of early childhood education, there is no published evidence of its effectiveness. This project aims to evaluate the Reggio Approach along several dimensions, such as social-emotional skills, labor market participation, and health. Because the Reggio Approach was implemented in Reggio Emilia, Italy, we collect survey data from five cohorts of individuals who were raised in Reggio Emilia. The age span of the cohorts covers important milestones in the life cycle, allowing us evaluate the effects of the early intervention holistically. The two youngest cohorts represent the beginning and end of compulsory schooling. The individuals in the three adult cohort were in their 30s, 40s, and 50s. Analogous cohorts were interviewed in the nearby cities of Parma and Padova. These cities are similar to Reggio Emilia along certain characteristics, but do not have the Reggio Approach. We analyze this sample using several methods to compare within and across cities. We also present estimates that account for differential selection into the different school types. We further bolster this analysis with a survey to Italian early childhood education professionals to understand details about the trajectory of alternative preschool systems in the three cities.

A growing body of evidence shows that cognitive assessments like IQ and achievement tests fail to capture non-cognitive (socio-emotional) skills that are important predictors of life outcomes and can be improved through education. Despite this evidence, most governments rely exclusively on achievement tests to evaluate schools, school districts, and even teachers. It is widely thought that non-cognitive skills cannot be reliably measured in practice, and there remains no uniform agreement about the most appropriate way to measure them. The Spencer Foundation project on measuring non-cognitive skills compares the predictive validity of several different methods for eliciting quantitative measurement of students socio-emotional skills using a sample of approximately 650 ninth grade students currently enrolled in the Chicago Public School system.  We will be collecting responses to a survey that includes several competing personality inventories in order to compare and contrast what is captured by these various measurement approaches and to estimate the extent to which different measures predict later outcomes. In this study we are considering as outcomes the student’s grade progression, conduct, achievement test scores, and accumulation of class credits accumulation. We will also examine the relationship between survey-based measures and measures that can be crafted from administrative data, such as absences, prior grades, and previous disciplinary infractions. Administrative data may provide a low-cost way for schools to measure non-cognitive skills which may have higher predictive validity than the survey based methods that are being proposed by many schools.

Jessica Sydnor HR Manager, MBA : jsydnor@uchicago.edu Jessica holds a bachelor’s degree in Business from Robert Morris University and a MBA in Human Resource Management from Morris Graduate School. She is currently a full-time Human Resource Manager for the Center, and handles recruitment, interviewing and reference checking, managing the on- and off-boarding process, and proper payroll allocations. When not working Jessica enjoys jogging, traveling, and exploring new restaurants with friends.

Jessica Dyer Print Production Coordinator : dyeratwork@gmail.com As a Print Production Coordinator, Jessica is responsible for editing Professor Heckman’s many interesting papers and presentations. Jessica has a BFA in Graphic Design from Columbia College and a Master of Library and Information Science (MLIS) degree from Dominican University. In her spare time, she freelances as a designer for a wedding invitation company. She also likes to read fantasy novels, dance, and play with her cat, Figaro.