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After-School Supervision and Children's Cognitive Achievement

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  • Welsch David M.

    ()
    (University of Wisconsin – Whitewater)

  • Zimmer David M.

    ()
    (Western Kentucky University)

Abstract

This paper estimates the relationship between after-school supervision and cognitive achievement using a nationally-representative sample of children. The topic has important public policy implications due to the large role assumed by the government in providing childcare. The effects of family and nonfamily supervision are considered separately. Estimates suggest that adult supervision, regardless of whether it is provided by a family or nonfamily member, is not directly related to a child's cognitive performance. Instead, children who are likely to receive after-school adult supervision from a family member possess unmeasured personal- or family-specific traits that induce improved cognitive performance. In contrast, children who are likely to receive supervision from nonfamily members possess unmeasured traits that lead to lower cognitive outcomes.

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File URL: http://www.degruyter.com/view/j/bejeap.2008.8.1/bejeap.2008.8.1.2042/bejeap.2008.8.1.2042.xml?format=INT
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Bibliographic Info

Article provided by De Gruyter in its journal The B.E. Journal of Economic Analysis & Policy.

Volume (Year): 8 (2008)
Issue (Month): 1 (December)
Pages: 1-27

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Handle: RePEc:bpj:bejeap:v:8:y:2008:i:1:n:49

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Cited by:
  1. Francesco Avvisati & Marc Gurgand & Nina Guyon & Eric Maurin, 2014. "Getting Parents Involved: A Field Experiment in Deprived Schools," Review of Economic Studies, Oxford University Press, vol. 81(1), pages 57-83.

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