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Non-cognitive Child Outcomes and Universal High Quality Child Care

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Author Info
Nabanita Datta Gupta
Marianne Simonsen () (School of Economics and Management, University of Aarhus, Denmark)

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Abstract

Exploiting a rich panel data child survey merged with administrative records along with a pseudo-experiment generating variation in the take-up of pre-school across municipalities, we provide evidence of the effects on non-cognitive child outcomes of participating in large scale publicly provided universal pre-school programs and family day care vis-à-vis home care. We find that, compared to home care, being enrolled in pre-school at age three does not lead to significant differences in child outcomes at age seven no matter the gender or mother’s level of education. Family day care, on the other hand, seems to significantly deteriorate outcomes for boys whose mothers have a lower level of education. Finally, increasing hours in family day care from 30-40 hours per week to 40-50 hours per week and hours in pre-school from 20-30 hours per week to 30-40 hours per week leads to significantly poorer child outcomes.

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Publisher Info
Paper provided by School of Economics and Management, University of Aarhus in its series Economics Working Papers with number 2007-17.

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Length: 42
Date of creation: 16 Nov 2007
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Handle: RePEc:aah:aarhec:2007-17

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Web page: http://www.econ.au.dk/afn/

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Related research
Keywords: non-cognitive outcomes; publicly provided universal child care; pseudo-experiment;

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Find related papers by JEL classification:
J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
J18 - Labor and Demographic Economics - - Demographic Economics - - - Public Policy

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    Other versions:
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    Other versions:
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  4. Edward Vytlacil, 2002. "Independence, Monotonicity, and Latent Index Models: An Equivalence Result," Econometrica, Econometric Society, vol. 70(1), pages 331-341, January. [Downloadable!] (restricted)
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    Other versions:
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