Chloe Gibbs
Chloe Gibbs
Assistant Professor, Department of Economics, University of Notre Dame
Verified email at nd.edu - Homepage
Title
Cited by
Cited by
Year
Does Head Start do any lasting good?
C Gibbs, J Ludwig, DL Miller
National Bureau of Economic Research Working Paper Series, 2011
792011
Do the benefits of early childhood interventions systematically fade? Exploring variation in the association between preschool participation and early school outcomes
D Bassok, CR Gibbs, S Latham
EdPolicyWorks Working Paper Series,(36). Charlottesville, VA: University of …, 2015
42*2015
Head Start origins and impacts
C Gibbs, J Ludwig, DL Miller
Legacies of the War on Poverty, 39-65, 2013
322013
Experimental evidence on early intervention: The impact of full-day kindergarten
C Gibbs
Frank Batten School of Leadership and Public Policy Working Paper 4, 2014
292014
Jump-starting early childhood education at home: Early learning, parent motivation, and public policy
EA Maloney, BA Converse, CR Gibbs, SC Levine, SL Beilock
Perspectives on Psychological Science 10 (6), 727-732, 2015
282015
Breaking the Cycle?: Intergenerational Effects of an Anti-Poverty Program in Early Childhood
A Barr, CR Gibbs
Childcare Resource and Research Unit 59, d587b22, 2017
17*2017
New benefits of public school pre-kindergarten programs: Early school stability, grade promotion, and exit from ELL services
D Conger, CR Gibbs, Y Uchikoshi, A Winsler
Early Childhood Research Quarterly 48, 26-35, 2019
142019
A Promising alternative: How making college free affects teens’ risky behaviors
J Doleac, C Gibbs
Unpublished manuscript). Retrieved from http://jenniferdoleac. com/wp …, 2016
32016
A matter of time? Impact of statewide full-day kindergarten expansions on later academic skills and maternal employment
CR Gibbs
The Department of Labor 2013-2014 Scholars Program, 2, 2014
32014
Experimental and Quasi-experimental Evidence on the Impact of Full-day Kindergarten
CR Gibbs
The University of Chicago, 2012
32012
Treatments, Peers, and Treatment Effects in Full-day Kindergarten: Reconciling Experimental and Quasi-experimental Impact Evidence⇤
CR Gibbs
2016
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Articles 1–11