Some scholars and policy-makers have recently emphasized the potential of early education and care (EEC) programs as a strategy for improving the life opportunities of disadvantaged children. Although some high-profile programs, such as the Perry Preschool Project, have been shown to have substantial positive impacts on long-term outcomes, there are still many unanswered questions about the nature and value of EEC programs in general.

Americans’ attitudes toward redistribution, at least as revealed in social surveys, are somewhat more positive and nuanced than usually assumed.

Much evidence and analysis suggest that Americans have traditionally cared more about equality of opportunity than equality of outcomes. On this view of American culture, these two kinds of inequality are framed as competing norms: in order to preserve equality of opportunity, Americans are willing to accept the substantial material differences that may result from individuals competing on equal terms.

By 2050, Hispanics are projected to comprise 40% of the population under 18, and almost one third of the working-age population. However, although college enrollment rates have been rising, Hispanics are significantly less likely than their Black or white counterparts to enroll in or complete a four-year college. Unless these trends begin to change, a large portion of the working population in the U.S. will be poorly positioned to secure the highest paying or highest status jobs in the U.S.