Early intervention programs enrich adverse family environments. The largest effects of the early intervention programs are on noncognitive traits. Now, what do I mean by that? I mean perseverance, motivation, self-esteem, and hard work.

Cognitive and character skills work together as dynamic complements; they are inseparable. Skills beget skills. More motivated children learn more. Those who are more informed usually make wiser decisions.

Schools should look behind classroom doors and determine the factors that contribute to the kinds of interactions between teachers and students that promote student achievement.

Schooling after the second grade plays only a minor role in creating or reducing gaps.

Early investment in the lives of disadvantaged children will help reduce inequality, in both the short and the long run.

My family life is a deep source of satisfaction.

Early intervention programs enrich adverse family environments. The largest effects of the early intervention programs are on noncognitive traits. Now, what do I mean by that? I mean perseverance, motivation, self-esteem, and hard work.