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Since 2015, Professor Heckman and his team of researchers have worked to understand the sources of inequality in the family and educational environments of very young children. The projects focus on experiments that substantially enrich the early environments of children living in underresourced families. These studies demonstrate substantial positive effects of early environmental enrichment on a range of cognitive and non-cognitive skills, school achievement, job performance, and social behaviors–effects that persist long after the interventions have ended. Early mastery of a range of cognitive, social, and emotional competencies makes learning at later ages more efficient and therefore easier and more likely to continue. This work is regularly disseminated for a wider audience through the Heckman Equation Project.

James J. Heckman has devoted his professional life to understanding the origins of major social and economic problems related to inequality, social mobility, discrimination, skill formation and regulation, and to devising and evaluating alternative strategies for addressing those problems. His work is rooted in economics, but he actively collaborates across disciplines to get to the heart of major problems. His recent interdisciplinary research on human development and skill formation over the life cycle draws on economics, psychology, genetics, epidemiology, and neuroscience to examine the origins of inequality, the determinants of social mobility, and the links among stages of the life cycle, starting in the womb. Heckman has a BA (1965) in Mathematics from Colorado College and an MA (1968) and PhD (1971) in Economics from Princeton University. He has been at the Department of Economics at the University of Chicago since 1973. He was one of the founders of the Harris School of Public Policy, where he also has an appointment. He also holds an appointment at the Law School at the University of Chicago. In May 2014, he launched the Center for the Economics of Human Development at the University of Chicago which he directs. In 2000, Heckman shared the Nobel Prize in Economics for his work on the microeconometrics of diversity and heterogeneity and for establishing a sound causal basis for public policy evaluation. He has received numerous other awards for his work, including the John Bates Clark Medal of the American Economic Association in 1983, the Jacob Mincer […]

An often cited critique of early childhood programs is that the cognitive effects fadeout by elementary school. In other words, strong initial gains diminish or disappear a few years after children have le the program. To understand this phenomenon, in the fadeout project, researchers at the Center use never before studied data on individual IQ items in the Carolina Abecedarian Project and the Early Training Project studies. Using a model of skill formation that considers previous IQ and formal education experiences, researchers identify the period- by-period impacts of the programs on IQ. They find that there are fast gains on test scores at preschool entry for those who a ended the early education programs, but there are li le additional gains after that initial boost; almost all fadeout is concentrated in the very rst year of school. Therefore, this evidence suggests that lower cognitive test scores do not necessarily fadeout, but rather that this decrease is explained by diminishing returns of education—in other words those who didn’t a end the early education programs bene t more from the first year of school. Some describe this as “catching up” rather than effects fading out.