Advanced Search
MyIDEAS: Login to save this paper or follow this series

How Much is Too Much? The Influence of Preschool Centers on Children's Social and Cognitive Development

Contents:

Author Info

  • Susanna Loeb
  • Margaret Bridges
  • Bruce Fuller
  • Russ Rumberger
  • Daphna Bassok

Abstract

Previous research has demonstrated that attending center care is associated with cognitive benefits for young children. However, little is known about the ideal age for children to enter such care or the "right" amount of time, both weekly and yearly, for children to attend center programs. Using national data from the Early Childhood Longitudinal Study (ECLS-K), this paper asks whether there are optimal levels of center care duration and intensity and whether these levels vary by race or income. We consider pre-reading and math skills as measured by assessments administered at the beginning of kindergarten, as well as teacher-reported social-behavioral measures. We find that on average attending center care is associated with positive gains in pre-reading and math skills, but negative social behavior. Across economic levels, children who start center care between ages two and three see greater gains than those who start centers earlier or later. Further, starting earlier than age 2 is related to more pronounced negative social effects. Results for center intensity vary by income levels and race. For instance, poor and middle-income children see academic gains from attending center intensively (more than 30 hours a week), but wealthier children do not; and while intense center negatively impacts Black and White's social development, it does not have any negative impact for Hispanic children.

Download Info

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
File URL: http://www.nber.org/papers/w11812.pdf
Download Restriction: no

Bibliographic Info

Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 11812.

as in new window
Length:
Date of creation: Dec 2005
Date of revision:
Publication status: published as Loeb, Susanna, Margaret Bridges, Daphna Bassok, Bruce Fuller and Russell W. Rumbergerd. "How much is too much? The influence of preschool centers on children's social and cognitive development." Economics of Education Review 26, 1 (February 2007): 52-66.
Handle: RePEc:nbr:nberwo:11812

Note: CH ED
Contact details of provider:
Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Phone: 617-868-3900
Email:
Web page: http://www.nber.org
More information through EDIRC

Related research

Keywords:

Other versions of this item:

Find related papers by JEL classification:

This paper has been announced in the following NEP Reports:

References

References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
as in new window
  1. Heckman, James J & Ichimura, Hidehiko & Todd, Petra, 1998. "Matching as an Econometric Evaluation Estimator," Review of Economic Studies, Wiley Blackwell, Wiley Blackwell, vol. 65(2), pages 261-94, April.
  2. Eliana Garces & Duncan Thomas & Janet Currie, 2002. "Longer-Term Effects of Head Start," American Economic Review, American Economic Association, American Economic Association, vol. 92(4), pages 999-1012, September.
  3. Roland G. Fryer, Jr. & Steven D. Levitt, 2002. "Understanding the Black-White Test Score Gap in the First Two Years of School," NBER Working Papers 8975, National Bureau of Economic Research, Inc.
  4. Katherine A. Magnuson & Christopher J. Ruhm & Jane Waldfogel, 2004. "Does Prekindergarten Improve School Preparation and Performance?," NBER Working Papers 10452, National Bureau of Economic Research, Inc.
  5. A. J. Reynolds & J. A. Temple, . "Extended early childhood intervention and school achievement: Age 13 findings from the Chicago longitudinal study," Institute for Research on Poverty Discussion Papers, University of Wisconsin Institute for Research on Poverty 1095-96, University of Wisconsin Institute for Research on Poverty.
Full references (including those not matched with items on IDEAS)

Citations

Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
as in new window

Cited by:
  1. Diana Warren & John P. Haisken-DeNew, 2013. "Early Bird Catches the Worm: The Causal Impact of Pre-school Participation and Teacher Qualifications on Year 3 National NAPLAN Cognitive Tests," Melbourne Institute Working Paper Series, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne wp2013n34, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
  2. Magnuson, Katherine & Shager, Hilary, 2010. "Early education: Progress and promise for children from low-income families," Children and Youth Services Review, Elsevier, Elsevier, vol. 32(9), pages 1186-1198, September.
  3. Michael Baker & Kevin Milligan, 2008. "Evidence From Maternity Leave Expansions of the Impact of Maternal Care on Early Child Development," NBER Working Papers 13826, National Bureau of Economic Research, Inc.
  4. Arteaga, Irma & Humpage, Sarah & Reynolds, Arthur J. & Temple, Judy A., 2014. "One year of preschool or two: Is it important for adult outcomes?," Economics of Education Review, Elsevier, Elsevier, vol. 40(C), pages 221-237.
  5. Lawrence M. Berger & Jeanne Brooks-Gunn & Christina Paxson & Jane Waldfogel, 2007. "First-Year Maternal Employment and Child Outcomes: Differences Across Racial and Ethnic Groups," Working Papers, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing. 911, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing..
  6. Apps, Patricia & Mendolia, Silvia & Walker, Ian, 2012. "The Impact of Pre-school on Adolescents' Outcomes: Evidence from a Recent English Cohort," IZA Discussion Papers 6971, Institute for the Study of Labor (IZA).
  7. Pierre Lefebvre & Philip Merrigan & Matthieu Verstraete, 2006. "Impact of Early Childhood Care and Education on Children's Preschool Cognitive Development: Canadian Results from a Large Quasi-experiment," Cahiers de recherche, CIRPEE 0636, CIRPEE.
  8. Emiliana Vegas & Lucrecia Santibáñez, 2010. "The Promise of Early Childhood Development in Latin America and the Caribbean," World Bank Publications, The World Bank, number 9385, August.
  9. Janssens, Wendy & Rosemberg, Cristina, 2014. "The impact of a Caribbean home-visiting child development program on cognitive skills," Economics of Education Review, Elsevier, Elsevier, vol. 39(C), pages 22-37.
  10. Bastos, Paulo & Cristia, Julian, 2012. "Supply and quality choices in private child care markets: Evidence from São Paulo," Journal of Development Economics, Elsevier, Elsevier, vol. 98(2), pages 242-255.
  11. Herbst, Chris M. & Tekin, Erdal, 2010. "Child care subsidies and child development," Economics of Education Review, Elsevier, Elsevier, vol. 29(4), pages 618-638, August.
  12. Ansari, Arya & Winsler, Adam, 2013. "Stability and sequence of center-based and family childcare: Links with low-income children's school readiness," Children and Youth Services Review, Elsevier, Elsevier, vol. 35(2), pages 358-366.
  13. William T. Gormley Jr., 2007. "Early childhood care and education: Lessons and puzzles," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., John Wiley & Sons, Ltd., vol. 26(3), pages 633-671.
  14. Robert Crosnoe & Kate Prickett & Chelsea Smith & Shannon Cavanagh, 2014. "Changes in Young Children’s Family Structures and Child Care Arrangements," Demography, Springer, Springer, vol. 51(2), pages 459-483, April.
  15. Tran, Henry & Winsler, Adam, 2011. "Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care," Children and Youth Services Review, Elsevier, Elsevier, vol. 33(11), pages 2241-2252.
  16. J. Besharov & Caeli A. Higney, 2007. "Response to Barnett and Currie," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., John Wiley & Sons, Ltd., vol. 26(3), pages 686-688.

Lists

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

Statistics

Access and download statistics

Corrections

When requesting a correction, please mention this item's handle: RePEc:nbr:nberwo:11812. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.