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Pay‐for‐Success Development in the United States: Feasible or Failing to Launch?

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Title: Pay‐for‐Success Development in the United States: Feasible or Failing to Launch?
Authors: Heinrich, Carolyn J.1 (AUTHOR) carolyn.j.heinrich@vanderbilt.edu, Kabourek, Sarah E.2 (AUTHOR) sarah.e.kabourek@vanderbilt.edu
Source: Public Administration Review. Nov/Dec2019, Vol. 79 Issue 6, p867-879. 13p. 1 Diagram.
Subject Terms: *Preschool education, *Early childhood education finance, *Grants (Money), Social impact bonds, Pilot projects
Geographic Terms: United States
Abstract: Social impact bonds, known as pay‐for‐success (PFS) initiatives in the United States, have attracted attention as a novel strategy for financing and providing preventive services to the most vulnerable populations. This article provides an exploratory qualitative analysis of the Preschool PFS Feasibility Pilot grant applications and projects initiated by the U.S. Department of Education to encourage state and local exploration of PFS for implementing high‐quality preschool programs. Drawing on the public administration evidence base that informs PFS design, the authors examine the feasibility pilots' features and investigate why grant applicants saw PFS as a promising strategy for achieving their preschool program goals. The challenges encountered, lessons learned, and perceived viability of fully executed PFS preschool programs are also discussed. Findings show that few projects are advancing toward formal PFS arrangements, with many struggling to overcome constrained capacities, structural and political barriers, and inherent incentives to minimize risk and loss. [ABSTRACT FROM AUTHOR]
Copyright of Public Administration Review is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Pay‐for‐Success Development in the United States: Feasible or Failing to Launch?
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  Data: <searchLink fieldCode="AR" term="%22Heinrich%2C+Carolyn+J%2E%22">Heinrich, Carolyn J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> carolyn.j.heinrich@vanderbilt.edu</i><br /><searchLink fieldCode="AR" term="%22Kabourek%2C+Sarah+E%2E%22">Kabourek, Sarah E.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> sarah.e.kabourek@vanderbilt.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Public+Administration+Review%22">Public Administration Review</searchLink>. Nov/Dec2019, Vol. 79 Issue 6, p867-879. 13p. 1 Diagram.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education+finance%22">Early childhood education finance</searchLink><br />*<searchLink fieldCode="DE" term="%22Grants+%28Money%29%22">Grants (Money)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+impact+bonds%22">Social impact bonds</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink>
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  Data: Social impact bonds, known as pay‐for‐success (PFS) initiatives in the United States, have attracted attention as a novel strategy for financing and providing preventive services to the most vulnerable populations. This article provides an exploratory qualitative analysis of the Preschool PFS Feasibility Pilot grant applications and projects initiated by the U.S. Department of Education to encourage state and local exploration of PFS for implementing high‐quality preschool programs. Drawing on the public administration evidence base that informs PFS design, the authors examine the feasibility pilots' features and investigate why grant applicants saw PFS as a promising strategy for achieving their preschool program goals. The challenges encountered, lessons learned, and perceived viability of fully executed PFS preschool programs are also discussed. Findings show that few projects are advancing toward formal PFS arrangements, with many struggling to overcome constrained capacities, structural and political barriers, and inherent incentives to minimize risk and loss. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Public Administration Review is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/puar.13099
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        Text: English
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        PageCount: 13
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      – SubjectFull: Preschool education
        Type: general
      – SubjectFull: Early childhood education finance
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      – SubjectFull: Grants (Money)
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      – SubjectFull: Social impact bonds
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      – SubjectFull: Pilot projects
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              Text: Nov/Dec2019
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