Longer School Schedules, Childcare and the Quality of Mothers’ Employment: Evidence from School Reform in Chile

Berthelon, Matías; Krüger, Diana; Lauer, Catalina; Tiberti, Luca; Zamora, Carlos

doi:10.2139/ssrn.3631391

Cited by 5 publications

(17 citation statements)

References 34 publications

(41 reference statements)

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“…By focusing on the Mexican context, we contribute to the existing knowledge on the relationship between longer school days and mothers' labor supply in developing countries. Our work complements the evidence presented in Contreras, Sepúlveda, and Cabrera () and Berthelon, Kruger, and Oyarzun () by analyzing the effect of a sharp and larger increase in the time spent in elementary schools rather than in high schools. This is important because younger children demand more parental care than older pupils.…”

Section: Introductionsupporting

confidence: 60%

“…The authors estimate an average gain on single mothers' LFP of 5 percentage points (equivalent to 6% of the baseline) and they find no effect for married mothers. Berthelon, Kruger, and Oyarzun () use a panel of 3,350 women from 2004 to 2009 to offer evidence of a more permanent effect on female participation, as the probability of staying more than 6 months in the labor market increases by 19 percentage points when FTS availability increases 45 percentage points. To the best of our knowledge, these studies are the only ones available on the relation between “childcare” for older pupils and female LFP in a developing country.…”

Section: Introductionmentioning

confidence: 99%

“…Due to data limitations, Berthelon, Kruger, and Oyarzun () are not able to show pretrends on labor outcomes prior to the implementation for the FTS program in 1997.…”

mentioning

confidence: 99%

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Easing the Constraints of Motherhood: The Effects of All‐day Schools on Mothers' Labor Supply

Padilla‐Romo

Cabrera‐Hernández²

2018

Economic Inquiry

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Low rates of female labor force participation (LFP) have been linked to the absence of childcare policies. This article examines the degree to which extending the school day by 3.5 hours in elementary schools, a large implicit childcare subsidy, affects LFP, the number of weekly hours worked, and the monthly earnings of females with elementaryschool-age children. To do so, we exploit within-individual variation in access to full-time schools and a rotating panel of households that contains 12 years of individual-level data on labor outcomes and sociodemographic characteristics. Results from long-difference models show that extending the school day increases mothers' labor supply, increasing LFP by 5.5 percentage points and the number of weekly hours worked by 1.8. Moreover, these increases are accompanied by a raise in monthly earnings. (JEL I25, J13, J22) * We would like to thank Kitt Carpenter,

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Section: Introductionsupporting

confidence: 60%

Section: Introductionmentioning

confidence: 99%

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Easing the Constraints of Motherhood: The Effects of All‐day Schools on Mothers' Labor Supply

Padilla‐Romo

Cabrera‐Hernández²

2018

Economic Inquiry

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“…Likewise, the child's attendance in early childhood education reduces the time spent by the mother on household chores, thus allowing the mother to enter the labor market (Baker et al, 2008;Barros, Olinto, et al, 2011;Berthelon et al, 2020;Fitzpatrick, 2012;Lokshin et al, 2004;Morrissey, 2017;Ryu, 2019). The insertion of the mother in the labor market increases family income.…”

Section: Initial Remarksmentioning

confidence: 99%

“…A child's attendance at an early childhood education center can change the mother's time allocation due to reducing the mother's household chores related to childcare. Thus, this alteration in time allocation can foster the mother's participation in the labor market (Baker et al, 2008;Barros, Olinto, et al, 2011;Berthelon et al, 2020;Fitzpatrick, 2010Fitzpatrick, , 2012Lokshin et al, 2004;Morrissey, 2017;Ryu, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Preschool's Direct and Indirect Effects in Brazil

Reyna¹

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Interventions in early childhood, like preschool education, have several effects on individuals' outcomes. We can observe preschool's impact on schooling, health outcomes, educational attainment, workforce productivity, and future wages. However, the preschool's effect can also identify in intra-household relationships. For example, in the household, the child's preschool attendance may impact the time allocation of the family members, especially the person who take-care the child. Furthermore, the relationships between the child and her parents may be affected by the learning obtained in preschool. Therefore, in this doctoral dissertation, we sought to identify preschool's effects on intra-household relationships from Brazilian families. This dissertation has been divided into two chapters to understand these effects better. In the first chapter, we aim to identify whether preschool attendance may influence the children's bargaining power in the family decision-making process. To do so, we exploit the educational reform caused by the Brazilian Constitutional Amendment N° 59 of 2009 and the CNE/CEB Resolution N° 2/2016, which makes preschool attendance mandatory from 4 years old onwards. We drew our analysis sample from the POF 2017-2018. Due to the characteristics of the data, the identification strategy we used was a randomization-based RDD approach. We found evidence that preschool frequency can affect the children's bargaining power in family decision- making. Namely, preschool improves the children's bargaining power in the family decision- making process by approximately 0.22 and 0.29 standard deviation in purchasing products of interest to children. We infer, therefore, that preschool attendance affects children's role in family decision-making through improved human capital. Furthermore, we corroborated that children should indeed be considered in household demand analysis. On the other hand, in the second chapter, we focus on identifying the indirect effects of preschool on intra-household variables related to maternal labor supply, the older sibling's domestic, productive work, and the demand for education for older siblings. In this chapter, we also exploit the same preschool educational reform. However, the database comes from the Household Sample Survey (PNAD) for 2011-2015. Using this data, we apply the fuzzy estimation's standard RDD (under the assumption of continuity). Results show that the child's attendance at preschool increases the mother's average weekly working hours by 26 hours but does not affect the hours offered by older siblings in the labor market. In addition, the intervention increases the older siblings'household chores in low-income families. Concerning older siblings' education attendance, the younger child's preschool attendance showed adverse effects; the preschool reduces the school attendance of the older sibling. This effect is heterogeneous when considering the older siblings' sex: girls are more affected than boys. Finally, the results identify the substitution effect of time allocation between the mother and the older sibling. Keywords: Preschool. RDD approach. The family decision-making process. Labor market outcomes. Household chores.

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