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, 2011
902011
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
53*2015
Head Start origins and impacts
C Gibbs, J Ludwig, DL Miller
Legacies of the War on Poverty, 39-65, 2013
372013
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
342015
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
332014
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
27*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
192019
A Promising alternative: How making college free affects teens’ risky behaviors
J Doleac, C Gibbs
Unpublished manuscript). Retrieved from http://jenniferdoleac. com/wp …, 2016
52016
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
Does Full-day Kindergarten Reduce Achievement Gaps
CR Gibbs
Focus 33 (2), 17-19, 2017
22017
Treatments, Peers, and Treatment Effects in Full-day Kindergarten: Reconciling Experimental and Quasi-experimental Impact Evidence⇤
CR Gibbs
Manuscript]. https://pdfs. semanticscholar. org/160e …, 2016
12016
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