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Parental Employment Effects of Switching from Half-Day to Full-Day Kindergarten: Evidence from Ontario's French Schools

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  • Elizabeth Dhuey
  • Jean Eid
  • Christine Neill

Abstract

Full-day kindergarten programs are expanding across North America, driven by a policy focus on early childhood development. These programs also affect parents' budget sets and may lead to changes in labour market outcomes. We examine parents' labour supply response to the move from half-day to full-day kindergarten in Ontario's French schools well before the same change was made in English schools. We find no robust evidence of labour supply effects for fathers in two-parent families and only some limited and modest effects for mothers in two-parent families. For single mothers, the estimates suggest large and statistically significant effects on employment and hours of work, in particular for working longer hours.

Suggested Citation

  • Elizabeth Dhuey & Jean Eid & Christine Neill, 2020. "Parental Employment Effects of Switching from Half-Day to Full-Day Kindergarten: Evidence from Ontario's French Schools," Canadian Public Policy, University of Toronto Press, vol. 46(1), pages 145-174, March.
    • Handle: RePEc:cpp:issued:v:46:y:2020:i:1:p:145-174
    DOI: 10.3138/cpp.2018-036
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    References listed on IDEAS

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    1. Michael Baker & Jonathan Gruber & Kevin Milligan, 2008. "Universal Child Care, Maternal Labor Supply, and Family Well-Being," Journal of Political Economy, University of Chicago Press, vol. 116(4), pages 709-745, August.
    2. Dhuey, Elizabeth & Lamontagne, Jessie & Zhang, Tingting, 2019. "The Impact of Full-Day Kindergarten on Maternal Labour Supply," IZA Discussion Papers 12507, Institute of Labor Economics (IZA).
    3. Maria Donovan Fitzpatrick, 2010. "Preschoolers Enrolled and Mothers at Work? The Effects of Universal Prekindergarten," Journal of Labor Economics, University of Chicago Press, vol. 28(1), pages 51-85, January.
    4. Maria Donovan Fitzpatrick, 2012. "Revising Our Thinking About the Relationship Between Maternal Labor Supply and Preschool," Journal of Human Resources, University of Wisconsin Press, vol. 47(3), pages 583-612.
    5. Jill S. Cannon & Alison Jacknowitz & Gary Painter, 2006. "Is full better than half? Examining the longitudinal effects of full-day kindergarten attendance," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 25(2), pages 299-321.
    6. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 119(1), pages 249-275.
    7. Elizabeth U. Cascio, 2009. "Maternal Labor Supply and the Introduction of Kindergartens into American Public Schools," Journal of Human Resources, University of Wisconsin Press, vol. 44(1).
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    Cited by:

    1. Brewer, Mike & Cattan, Sarah & Crawford, Claire & Rabe, Birgitta, 2022. "Does more free childcare help parents work more?," Labour Economics, Elsevier, vol. 74(C).
    2. Jane Friesen & Brian Krauth & Ricardo Meilman Cohn, 2022. "The effect of universal full-day Kindergarten on student achievement," Discussion Papers dp22-01, Department of Economics, Simon Fraser University.
    3. Dhuey, Elizabeth & Lamontagne, Jessie & Zhang, Tingting, 2019. "The Impact of Full-Day Kindergarten on Maternal Labour Supply," IZA Discussion Papers 12507, Institute of Labor Economics (IZA).

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    More about this item

    Keywords

    kindergarten; early childhood education; parental labour supply; kindergarten policy; work hours;
    All these keywords.

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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