Child care subsidies and child development

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S ABSTRACTChild Care Subsidies and Child Development * Child care subsidies are an important part of federal and state efforts to move welfare recipients into employment. One of the criticisms of the current subsidy system, however, is that it overemphasizes work and does little to encourage parents to purchase high-quality child care. Consequently, there are reasons to be concerned about the implications of child care subsidies for child development. In this paper, we provide a systematic assessment of the impact of subsidy receipt on a wide range of child outcomes. Drawing on rich data from the Early Childhood Longitudinal Study, we document a negative relationship between child care subsidies and child development. In particular, our results suggest that subsidy receipt in the year before kindergarten lowers reading and math test scores and increases a variety of behavior problems at kindergarten entry. Some of these negative effects persist to the end of kindergarten. A tentative explanation for the poorer outcomes is that subsidized children are more likely to receive intense exposure to low-quality child care.JEL Classification: I18, I2, J13

Classmates With Disabilities and Students’ Noncognitive Outcomes

“…Table 1 provides means and standard deviations for the noncognitive outcomes used in this study. Consistent with prior research utilizing ECLS-K to evaluate noncognitive outcomes for students in early elementary school (e.g., Herbst & Tekin, 2010;Jennings & DiPrete, 2010;Morgan, Frisco, Farkas, & Hibel, 2010;Neidell & Waldfogel, 2010), this study relies on a modified version of the Social Skills Rating System (SSRS; Gresham & Elliott, 1990) to measure a child's behavior/socioemotional development. Correlational and factor analyses support these original measures' construct validity (Feng & Cartledge, 1996;Furlong & Karno, 1995).…”

Explaining Gender Differences in Housework Time in Germany

“…Herbst and Tekin (2008) show some consequences of low quality child care, e.g., children in lower-quality care institutions perform worse in maths and reading tests as well as of teachers' assessment of behavioural problems. The OECD (2008) finds a growing income inequality between lower and higher socioeconomic status families in Germany.…”

Accessing quality early care and education for children in child welfare: Stakeholders' perspectives on barriers and opportunities for interagency collaboration

“…Caseworkers' and caregivers' lack of awareness about ECE enrollment eligibility has been previously reported as a barrier to ECE utilization for children in the child welfare system (Ward et al, 2009). Families with foster children can be at a disadvantage in terms of eligibility for child care subsidies (Herbst & Tekin, 2010;Seldon et al, 2006). This is due to the fact that the income a foster parent receives from the child welfare system can disqualify them for subsidies based on means testing criteria.…”

“…Research reveals that quality ECE programs for infants and toddlers are often unaffordable and inaccessible, particularly for families who have limited economic resources (Herbst & Tekin, 2010;Phillips & Adams, 2001). …”