The Impact of Child-Care Subsidies on Child Development: Evidence from Geographic Variation in the Distance to Social Service Agencies

Autor/inn/en	Herbst, Chris M.; Tekin, Erdal
Titel	The Impact of Child-Care Subsidies on Child Development: Evidence from Geographic Variation in the Distance to Social Service Agencies
Quelle	In: Journal of Policy Analysis and Management, 35 (2016) 1, S.94-116 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21860
Schlagwörter	Child Care; Grants; Child Development; Cognitive Development; Behavior Development; Low Income Groups; Fatherless Family; Geographic Location; Social Services; Kindergarten; Longitudinal Studies; Surveys; Children; Cognitive Tests; Scores; Behavior Problems; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Grant; Finanzielle Beihilfe; Kindesentwicklung; Kognitive Entwicklung; Social service; Soziale Dienstleistung; Soziale Dienste; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder; Kognitiver Fähigkeitstest
Abstract	In this paper, we examine the impact of U.S. child-care subsidies on the cognitive and behavioral development of children in low-income female-headed families. We identify the effect of subsidy receipt by exploiting geographic variation in the distance that families must travel from home to reach the nearest social service agency that administers the subsidy application process. Using data from the Kindergarten cohort of the Early Childhood Longitudinal Study, our instrumental variables estimates suggest that children receiving subsidized child care in the year before kindergarten score lower on tests of cognitive ability and reveal more behavior problems throughout kindergarten. An auxiliary analysis of longer-run outcomes shows that these negative effects largely disappear by the time children finish first grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01