of children are lumped together. Thus, it might be worse to fail to adopt an intervention that could significantly affect crime rates than to risk wasting a relatively small amount of money on a program that does not turn out to be effective. Participants reinforced this view. One commented that standards for Type 1 errors can be very high in studies of early childhood interventions, wondering “why are we so afraid that we might find an effect? We are giving pretty broad latitude to the possibility that there are meaningful effects that aren’t passing the statistical tests.”



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