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Why Cranfield School of Management?

Rankings Cranfield School of Management is one of the most recognised and respected wholly postgraduate universities in the UK
Life at Cranfield Cranfield University offers a peaceful location in the English countryside
Thought Leadership Our academics are thought leaders, thanks to their research and real-world practitioner experience
Global Impact Our influence is global, through our teaching, research, partnerships and our vibrant Cranfield community

Our mission, transforming knowledge into action, is demonstrated through our faculty, whose real-world global business experience and thought leadership encourage our students and executives to innovate, think creatively and make a real impact on their organisations.

Cranfield has a unique ability to deconstruct and reposition its students to create leaders for the future. Anyone that takes a full time MBA is making an investment in their future career. A Cranfield MBA, however, goes further than simply creating opportunities for that next career step.

I was looking for a highly - regarded MBA programme that would help springboard my career-growth and help me achieve it while I worked. Having spoken to alumni from various business schools, I found Cranfield to be the best option.

Every lecture, course activity and guest speaker session has been well thought out and planned. I now understand and am aware of the huge wealth of opportunity that exists in industry for us on completion of this course. I feel very motivated and well equipped for working in industry.

Working throughout the year in learning teams, developing my skills within a team, helping team mates, developing my management skills and spending time with my classmates on and off the course were all highlights of my time on the Strategic Marketing MSc. Additionally, another highlight for me were the masterclasses. We learnt from people working in industry, they gave us insights into their responsibilities and their working environments.

Valerie Wilson

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These include the Nurse Family Partnership and the Infant Health and Development Program.

2. Examples of these high-quality preschool programs include the Perry Preschool Program, Abecedarian Project, Early Training Project, Chicago Parent-Child Program, the Elmira Prenatal/Early Infancy Project, The Milwaukee Project, NC Smart Start, and More at Four, among many others.

3. Participation also provided large benefits to the mothers.

4. Individual studies show a variety of effects on social and emotional skills: The most recent Oklahoma study finds gains in social emotional skills, on reducing timidity and increasing attentiveness. At the same time, there seems to be the potential for poor-quality programs to result in increased behavior problems (Magnuson, Ruhm, and Waldfogel 2007). Indeed, Heckman and colleagues suggest that these early gains in so-called noncognitive skills drive many of the lasting gains we see in other domains (Heckman, Stixrud, and Urzua 2006).

5. It meets eight of the 10 NIEER quality standards (Barnett et al. 2015).

6. For the 2001–2002 cohort, however, effects on math and reading test scores had vanished by 3rd grade (a phenomenon sometimes referred to as “fadeout”). For the 2006–2007 cohort, however, there were persistent effects on math scores of 0.18 standard deviations (there were no persistent effects in reading).

7. The program’s quality has significantly improved “using essentially the same programs (2/3 private) and teachers—though many teachers went back to school for degrees and specialized training in return for higher pay, all received coaching” (NIEER 2013).

8. Number of felonies by type and gender are reported in Table A2 (Nores et al. 2005).

9. An expansion of these benefits also considers the non-negligible costs saved to the potential crime victims. See Heckman et al. (2010) and Reynolds et al. (2011).

10. Bartik (2014) also points to a few shorter-term impacts that are rarely noted, such as increased property values in areas in which public pre-kindergarten programs are established.

11. EPI analysis of 2015 CPS microdata.

12. Blau and Hagy (1998) examine differences in child care prices and their relationship with child care demand and labor supply of parents, among other outcomes. They estimate an elasticity of employment with respect to the price of child care of -0.20. In other words, decreasing child care costs by 1 percent increases mothers’ labor force participation by 0.2 percent.

In a recent White House paper on the economics of early childhood investments, researchers cite elasticity estimates ranging from -0.05 to 0.40. They also find that single mothers’ work decisions appear particularly responsive to changes in child care costs. In our estimates, we use the -0.20 elasticity, following the relatively conservative estimate discussed in Blau (2001), and used for similar purposes by Bartik (2006) in his analysis of the Chicago Child-Parent Center, and by Lynch and Vaghul (2015) in their analysis of the benefits of a hypothetical universal pre-kindergarten program.

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