Watching the Kids
Parents' Earnings and the Returns to Universal Pre-Kindergarten
John Eric Humphries et al.
NBER Working Paper, October 2024
Abstract:
This paper asks whether universal pre-kindergarten (UPK) raises parents' earnings and how much these earnings effects matter for evaluating the economic returns to UPK programs. Using a randomized lottery design, we estimate the effects of enrolling in a full-day UPK program in New Haven, Connecticut on parents' labor market outcomes as well as educational expenditures and children's academic performance. During children's pre-kindergarten years, UPK enrollment increases weekly childcare coverage by 11 hours. Enrollment has limited impacts on children's academic outcomes between kindergarten and 8th grade, likely due to a combination of rapid effect fadeout and substitution away from other programs of similar quality but with shorter days. In contrast, parents work more hours, and their earnings increase by 21.7%. Parents' earnings gains persist for at least six years after the end of pre-kindergarten. Excluding impacts on children, each dollar of net government expenditure yields $5.51 in after-tax benefits for families, almost entirely from parents' earnings gains. This return is large compared to other labor market policies. Conversely, excluding earnings gains for parents, each dollar of net government expenditure yields only $0.46 to $1.32 in benefits, lower than many other education and children's health interventions. We conclude that the economic returns to investing in UPK are high, largely because of full-day UPK's effectiveness as an active labor market policy.
The Declining Relative Quality of the Child Care Workforce
Chris Herbst
Arizona State University Working Paper, October 2024
Abstract:
Although it is widely acknowledged that high-skilled teachers are integral to service quality and young children's well-being in child care settings, little is known about the qualifications and skills of the child care workforce. This paper combines data from multiple sources to provide a comprehensive assessment of the quality of individuals employed in the child care sector. I find that today's workforce is relatively low-skilled: child care workers have less schooling than those in other occupations, they score substantially lower on tests of cognitive ability, and they are among the lowest-paid individuals in the economy. I also show that the relative quality of the child care workforce is declining, in part because higher-skilled individuals increasingly find the child care sector less attractive than other occupations. Furthermore, I provide evidence that at least three other factors may be associated with the decline in worker quality. First, the recent proliferation of community college programs offering child care-related certificates and degrees may divert students away from attending four-year schools. Second, those majoring in child care-related fields are negatively selected for their cognitive skills, thereby decreasing the quality of the child care labor pool. Third, I show that the increased availability of outside employment options for high-skilled women had a detrimental effect on the quality of the child care workforce.
Cultivating emotional resilience in adolescent girls: Effects of a growth emotion mindset lesson
Karen Rudolph et al.
Child Development, forthcoming
Abstract:
To address the widespread mental health crisis facing adolescent girls, this study examined whether a growth emotion mindset lesson can enhance emotional competence. During 2018–2022, adolescent girls (Mage = 15.68 years; 66.3% White) were randomized to a growth mindset (E-MIND; N = 81) or brain education (control; N = 82) lesson, completed the Trier Social Stressor Test, and reported on various aspects of emotional competence. Compared with the control group, the E-MIND group reported more adaptive emotion mindsets, higher emotion regulation self-efficacy, and more proactive in vivo and daily efforts to regulate emotions (effect sizes = small-to-medium to medium), with several differences remaining 4-month later. Findings provide novel insight into one promising approach for cultivating emotional resilience among adolescent girls.
Feeling the distance: The relationship between emotion regulation and spatial ability in childhood
Eirini Flouri & Dimitris Tsomokos
Development and Psychopathology, forthcoming
Abstract:
Research has shown experimentally that if children are taught to use language to create distance (socially, physically, and temporarily) when they revisit a potentially traumatic experience they reduce the intensity of their emotions. Building on this, this study was carried out to explore whether children with better spatial skills are better at such downregulation because of their very aptitude in understanding the concept of distance. Using data from a general-population birth cohort in the UK, the study examined the bidirectional association between emotional dysregulation and spatial ability among children aged 5 and 7 years. The findings reveal a significant reciprocal relationship even after adjusting for family, contextual, and individual confounders including verbal ability: spatial skills at age 5 years were inversely related to emotional dysregulation at age 7 years, and conversely, greater emotional dysregulation at age 5 years was associated with poorer spatial ability at age 7 years. The two paths were equally strong and there was no evidence of differences between them on the basis of sex. Our results suggest that enhancing spatial abilities could be a potential avenue for supporting emotion regulation in middle childhood.
Cascade effects of a parenting-focused program for divorced families on three health-related outcomes in emerging adulthood
Sharlene Wolchik et al.
Development and Psychopathology, forthcoming
Abstract:
Using data from a 15-year longitudinal follow-up of a randomized controlled trial of a parenting-focused preventive intervention for divorced families (N = 240) with children aged 9–12, the current study examined alternative cascading pathways through which the intervention led to improvements in offspring’s perceived health problems, BMI, and cigarette smoking in emerging adulthood. It was hypothesized that the program would lead to improvements in these health-related outcomes during emerging adulthood through progressive associations between program-induced changes in parenting and offspring outcomes, including mental health problems, substance use, and competencies. Intervention-induced improvements in positive parenting at posttest led to improvements in mental health problems in late childhood/early adolescence, which led to lower levels of mental health and substance use problems as well as higher levels of competencies in adolescence, which led to improvements in the health-related outcomes. Academic performance predicted all three health-related outcomes and other aspects of adolescent functioning showed different relations across outcomes. Results highlight the potential for intervention effects of preventive parenting interventions in childhood to cascade over time to affect health-related outcomes in emerging adulthood.
Intergenerational transmission of comorbid internalizing and externalizing psychopathology at age 11: Evidence from an adoption design for general transmission of comorbidity rather than homotypic transmission
Kristine Marceau et al.
Development and Psychopathology, forthcoming
Abstract:
Psychopathology is intergenerationally transmitted through both genetic and environmental mechanisms via heterotypic (cross-domain), homotypic (domain-specific), and general (e.g., “p-factor”) pathways. The current study leveraged an adopted-at-birth design, the Early Growth and Development Study (57% male; 55.6% White, 19.3% Multiracial, 13% Black/African American, 10.9% Hispanic/Latine) to explore the relative influence of these pathways via associations between adoptive caregiver psychopathology (indexing potential environmental transmission) and birth parent psychopathology (indexing genetic transmission) with adolescent internalizing and externalizing symptoms. We included composite measures of adoptive and birth parent internalizing, externalizing, and substance use domains, and a general “p-factor.” Age 11 adolescent internalizing and externalizing symptom scores were the average of adoptive parent reports on the Child Behavior Checklist (n = 407). Examining domains independently without addressing comorbidity can lead to incorrect interpretations of transmission mode. Therefore, we also examined symptom severity (like the “p-factor”) and an orthogonal symptom directionality score to more cleanly disentangle transmission modes. The pattern of correlations was consistent with mostly general transmission in families with youth showing comorbid internalizing and externalizing symptoms, rather than homotypic transmission. Findings more strongly supported potential environmental or evocative mechanisms of intergenerational transmission than genetic transmission mechanisms (though see limitations). Parent-specific effects are discussed.