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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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  • Dhuey, Elizabeth

    (University of Toronto)

  • Eid, Jean

    (Wilfrid Laurier University)

  • Neill, Christine

    (Wilfrid Laurier University)

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 exploit the unusual nature of Ontario's government school system to examine parents' labour supply response to a move from half-day to full-day kindergarten in Ontario's French – but not English – schools. We find no robust evidence of labour supply effects for fathers in two parent families, and only some limited and modest effects on mothers in two parent families. For single mothers, the point estimates suggest large and statistically significant effects on employment and hours of work, and in particular for working longer hours.

Suggested Citation

  • Dhuey, Elizabeth & Eid, Jean & Neill, Christine, 2019. "Parental Employment Effects of Switching from Half‐Day to Full‐Day Kindergarten: Evidence from Ontario's French Schools," IZA Discussion Papers 12648, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp12648
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    References listed on IDEAS

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    1. 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.
    2. 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.
    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. 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.
    5. 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.
    6. 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).
    7. 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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    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 education; maternal labour supply;
    All these keywords.

    JEL classification:

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

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