Public and Parental Investments, and Children’s Skill Formation

References

1. 1. Abdulkadiroğlu, A.,
   2. P. A. Pathak, and
   3. C. R. Walters

   (2018). Free to Choose: Can School Choice Reduce Student Achievement. American Economic Journal: Applied Economics 10(1), 175–206.

   OpenUrlCrossRef
2. 1. Agostinelli, F.,
   2. M. Saharkhiz, and
   3. M. J. Wiswall

   (2024). Home and school in the development of children. International Economic Review (forthcoming).
3. 1. Almlund, M.,
   2. Duckworth, A. L.,
   3. Heckman, J., &
   4. Kautz, T.

   (2011). Personality psychology and economics. In E. A. Hanushek, S. Machin & L. Woessmann (Eds). Handbook of the Economics of Education (Vol. 4, pp. 1–181). Elsevier.

   OpenUrlCrossRef
4. 1. Almond, D. and
   2. J. Currie

   (2011). Killing me softly: The fetal origins hypothesis. Journal of Economic Perspectives 25(3), 153–172.

   OpenUrlCrossRefPubMed
5. 1. Andersen, S. C.,
   2. M. Gensowski,
   3. S. G. Ludeke, and
   4. O. P. John

   (2020). A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred-thousand-person samples. Journal of Personality 88(5), 925–939.

   OpenUrlCrossRefPubMed
6. 1. Ansari, A. and
   2. R. C. Pianta

   (2018). The role of elementary school quality in the persistence of preschool effects. Children and Youth Services Review 86, 120–127.

   OpenUrlCrossRef
7. 1. Attanasio, O. P.,
   2. S. Cattan,
   3. E. Fitzsimons,
   4. C. Meghir, and
   5. M. Rubio-Codina

   (2020). Estimating the Production Function for Human Capital: Results from a Randomized Control Trial in Colombia. American Economic Review, 110(1), 48–85.

   OpenUrlCrossRef
8. 1. Bailey, M. J.,
   2. B. D. Timpe, and
   3. S. Sun

   (2021). Prep School for Poor Kids: The Long-Run Impacts of Head Start on Human Capital and Economic Self-Sufficiency. American Economic Review, 111 (12), 3963–4001.

   OpenUrlCrossRefPubMed
9. 1. Baker, M.,
   2. J. Gruber, and
   3. K. Milligan

   (2008). Universal Child Care, Maternal Labor Supply, and Family Well-Being. Journal of Political Economy 116(4), 709–745.

   OpenUrlCrossRefWeb of Science
10. 1. Bayer, P.,
    2. F. Ferreira, and
    3. R. McMillan

    (2007). A Unified Framework for Measuring Preferences for Schools and Neighborhoods. Journal of Political Economy 115(4), 588–638.

    OpenUrlCrossRefWeb of Science
11. 1. Bénabou, R.

    (1996). Equity and Efficiency in Human Capital Investment: The Local Connection. The Review of Economic Studies 63(2), 237–264.

    OpenUrlCrossRefWeb of Science
12. 1. Bernal, R. and
    2. M. P. Keane

    (2010). Quasi-structural estimation of a model of childcare choices and child cognitive ability production. Journal of Econometrics 156(1), 164–189.

    OpenUrlCrossRefWeb of Science
13. 1. Beuchert, L. V. and
    2. A. B. Nandrup

    (2018). The Danish National Tests at a Glance. Nationaloekonomisk Tidsskrift 1, 1–35.

    OpenUrl
14. 1. Bjerre-Nielsen, A., &
    2. Gandil, M. H.

    (2024). Attendance Boundary Policies and the Limits to Combating School Segregation. American Economic Journal: Economic Policy, 16(1), 190–227.

    OpenUrlCrossRef
15. 1. Blanden, J.,
    2. M. Doepke, and
    3. J. Stuhler

    (2023). Educational Inequality. In E. A. Hanushek, L. Woessmann, and S. J. Machin (Eds.), Handbook of the Economics of Education (1 ed.)., Chapter 6. Amsterdam: North Holland.
16. 1. Bleses, D.,
    2. A. Højen,
    3. P. S. Dale,
    4. L. M. Justice,
    5. L. Dybdal,
    6. S. Piasta,
    7. J. Markussen-Brown,
    8. L. Kjærbæk, and
    9. E. F. Haghish

    (2018). Effective language and literacy instruction: Evaluating the importance of scripting and group size components. Early Childhood Research Quarterly 42(October 2017), 256–269.

    OpenUrlCrossRef
17. 1. Bonesrønning, H.

    (2004). The determinants of parental effort in education production: Do parents respond to changes in class size? Economics of Education Review 23(1), 1–9.

    OpenUrlCrossRef
18. 1. Bonstein, M. H.,
    2. D. L. Putnick, and
    3. G. Esposito

    (2020, October). Skill–experience transactions across development: Bidirectional relations between child core language and the child’s home learning environment. Developmental Psychology 56(10), 1842–1854.

    OpenUrlCrossRefPubMed
19. 1. Burgess, S.,
    2. E. Greaves,
    3. A. Vignoles, and
    4. D. Wilson

    (2015). What Parents Want: School Preferences and School Choice. Economic Journal 125(587), 1262–1289.

    OpenUrlCrossRef
20. 1. Carneiro, P. and
    2. R. Ginja

    (2014). Long-Term Impacts of Compensatory Preschool on Health and Behavior: Evidence from Head Start. American Economic Journal: Economic Policy 6(4), 135–173.

    OpenUrlCrossRef
21. 1. Cascio, E. U.

    (2021). Early Childhood Education in the United States: What, When, Where, Who, How, and Why. In B. McCall (Ed.), Routledge Handbook of the Economics of Education, Chapter 2, pp. 30–72. New York.

    OpenUrl
22. 1. Cascio, E. U. and
    2. D. W. Schanzenbach

    (2013). The Impacts of Expanding Access to High-Quality Preschool Education. Brookings Papers on Economic Activity, Economic Studies Program 47(2), 127–192.

    OpenUrl
23. 1. Chang, S.,
    2. D. A. Cobb-Clark, and
    3. N. Salamanca

    (2022). Parents’ Responses to Teacher Qualifications. Journal of Economic Behavior & Organization 197(13065), 419–446.

    OpenUrlCrossRef
24. 1. Chaparro, J.,
    2. A. Sojourner, and
    3. M. J. Wiswall

    (2020). Early Childhood Care and Cognitive Development. NBER Working Paper (26813).
25. 1. Chetty, R.,
    2. N. Hendren,
    3. P. Kline, and
    4. E. Saez

    (2014). Where is the land of opportunity? The geography of intergenerational mobility in the United States. Quarterly Journal of Economics 129(4), 1553–1623.

    OpenUrlCrossRef
26. 1. Cornelissen, T.,
    2. C. Durstmann,
    3. U. Schönberg, and
    4. A. Raute

    (2018). Who Benenfits from Universal Child Care? Estimating Marginal Returns to Early Child Care Attendance. Journal of Political Economy 126(6), 2356–2409.

    OpenUrlCrossRef
27. 1. Cunha, F.,
    2. J. J. Heckman, and
    3. S. M. Schennach

    (2010). Estimating the Technology of Cognitive and Noncognitive Skill Formation. Econometrica 78(3), 883–931.

    OpenUrlCrossRefPubMedWeb of Science
28. 1. Dahl, M.,
    2. C. S. H. Anette Eklund Hansen, and
    3. J. E. Kristensen

    (2015). Kamp og status – de lange linjer i bornehaveinstitutionens of paedagogprofessionen historie 1820 til 2015. Paedagogprofessionens historie og aktualitet.
29. Danish Ministry for Children and Social Affairs (2018). Bekendtgørelse om pædagogiske mål og indhold i seks læreplanstemaer. Technical report.
30. 1. Das, J.,
    2. S. Dercon,
    3. J. Habyarimana,
    4. P. Krishnan,
    5. K. Muralidharan, and
    6. V. Sundararaman

    (2013). School Inputs, Household Substitution, and Test Scores. American Economic Journal: Applied Economics 5(2), 29–57.

    OpenUrlCrossRefWeb of Science
31. 1. Datta Gupta, N. and
    2. M. Simonsen

    (2010). Non-Cognitive Child Outcomes and Universal High Quality Child Care. Journal of Public Economics 94(1–2), 30–43.

    OpenUrlCrossRefWeb of Science
32. 1. Datta Gupta, N. and
    2. M. Simonsen

    (2012). The Effects of Type of Non-Parental Child Care on Pre-Teen Skills and Risky Behavior. Economics Letters 116(3), 622–625.

    OpenUrlCrossRef
33. 1. Del Boca, D.,
    2. C. J. Flinn,
    3. E. Verriest, and
    4. M. J. Wiswall

    (2019). Actors in the Child Development Process. NBER Working Paper 25596.
34. 1. Del Boca, D.,
    2. C. J. Flinn, and
    3. M. Wiswall

    (2014). Household Choices and Child Development. Review of Economic Studies 81 (1), 137–185.

    OpenUrlCrossRef
35. 1. Eshaghnia, S.,
    2. J. J. Heckman, and
    3. G. Razavi

    (2023). Pricing Neighborhoods. NBER Working Paper (31371).
36. 1. Esping-Andersen, G.,
    2. I. Garfinkel,
    3. W.-J. Han,
    4. K. Magnuson,
    5. S. Wagner, and
    6. J. Waldfogel

    (2012). Child Care and School Performance in Denmark and the United States. Child Youth Services Review 34(3), 576–589.

    OpenUrlCrossRef
37. European Commission/EACEA/Eurydice (2019). Key Data on Early Childhood Education and Care in Europe – 2019 Edition. Euridice Report. Luxembourg: Publications Office of the European Union.
38. 1. Fort, M.,
    2. A. Ichino, and
    3. G. Zanella

    (2020). Cognitive and Noncognitive Costs of Day Care at Age 0–2 for Children in Advantaged Families. Journal of Political Economy 128(1), 158–205.

    OpenUrlCrossRef
39. 1. Fredriksson, P.,
    2. B. Öckert, and
    3. H. Oosterbeek

    (2016). Parental Responses to Public Investments in Children: Evidence from a Maximum Class Size Rule. Journal of Human Resources 51 (4), 832–868.

    OpenUrlAbstract/FREE Full Text
40. 1. Gelber, A. M. and
    2. A. Isen

    (2013). Children’s schooling and parents’ behavior: Evidence from the Head Start Impact Study. Journal of Public Economics 101, 25–38.

    OpenUrlCrossRef
41. 1. Gormley, W. J.,
    2. D. Phillips, and
    3. T. Gayer

    (2008). Preschool Programs Can Boost School Readiness. Science 320(320), 1723–1724.

    OpenUrlAbstract/FREE Full Text
42. 1. Greaves, E.,
    2. I. Hussain,
    3. B. Rabe, and
    4. I. Rasul

    (2023). Parental responses to information about school quality: Evidence from linked survey and administrative data. The Economic Journal 133(654), 2334–-2402.

    OpenUrlCrossRef
43. 1. Havnes, T. and
    2. M. Mogstad

    (2011). No Child Left Behind: Subsidized Child Care and Children’s Long-Run Outcomes. American Economic Journal: Economic Policy 3(2), 97–129.

    OpenUrlCrossRefWeb of Science
44. 1. Havnes, T. and
    2. M. Mogstad

    (2015). Is Universal Child Care Leveling the Playing Field? Journal of Public Economics 127, 100–114.

    OpenUrlCrossRef
45. 1. Heckman, J. J.

    (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science 312(5782), 1900–1902.

    OpenUrlAbstract/FREE Full Text
46. 1. Heckman, J. J. and
    2. F. Cunha

    (2007). The Technology of Skill Formation. American Economic Review 97(2), 31–47.

    OpenUrlCrossRefWeb of Science
47. 1. Heckman, J. J.,
    2. R. Pinto, and
    3. P. A. Savelyev

    (2013). Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes. American Economic Review 103(6), 2052–2086.

    OpenUrlCrossRefPubMed
48. 1. Højen, A.,
    2. D. Bleses, and
    3. P. S. Dale

    (2022, August). Language Assessments for Preschool Children: Validity and Reliability of Two New Instruments Administered by Childcare Educators (1 ed.). Cambridge University Press.
49. 1. Houtenville, A. J. and
    2. K. S. Conway

    (2008). Parental Effort, School Resources, and Student Achievement. The Journal of Human Resources 43(2), 437–453.

    OpenUrlAbstract/FREE Full Text
50. 1. Justice, L. M.,
    2. J. A. Logan,
    3. J. N. Kaderavek, and
    4. J. M. Dynia

    (2015). Print-Focused Read-Alouds in Early Childhood Special Education Programs. Exceptional Children 81 (3), 292–311.

    OpenUrlCrossRef
51. 1. Justice, L. M. and
    2. A. S. McGinty

    (2012). Read It Again-PreK! A Preschool Curricular Supplement to Promote Language and Literacy Foundation. Technical report, Crane Center for Early Childhood Research and Policy.
52. 1. Kraft, M. A.,
    2. D. Blazar, and
    3. D. Hogan

    (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Review of Educational Research 88(4), 547–588.

    OpenUrlCrossRef
53. 1. Kragh-Müller, G.

    (2017). The key characteristics of Danish/Nordic child care culture. In Nordic social pedagogical approach to early years, pp. 3–23. Springer.
54. 1. Landersø, R. and
    2. J. J. Heckman

    (2016). The Scandinavian Fantasy: The Sources of Intergenerational Mobility in Denmark and the U.S. Scandinavian Journal of Economics 119(1), 178–230.

    OpenUrlPubMed
55. 1. Markussen-Brown, J.,
    2. C. B. Juhl,
    3. S. B. Piasta,
    4. D. Bleses,
    5. A. Højen, and
    6. L. Justice

    (2017). The Effects of Language- and Literacy-Focused Professional Development on Early Educators and Children: A Best-Evidence Meta-Analysis. Early Childhood Research Quarterly 38, 97–115.

    OpenUrlCrossRef
56. 1. Mogstad, M. and
    2. G. Torsvik

    (2023). Family background, neighborhoods, and intergenerational mobility. In S. Lundberg and A. Voena (Eds.), Handbook of the Economics of the Family, Volume 1, Chapter 6, pp. 327–387. North-Holland.

    OpenUrlCrossRef
57. 1. Nicoletti, C. and
    2. B. Rabe

    (2014). School Inputs and Skills: Complementarity and Self-Productivity. IZA Discussion Paper (No. 8693).
58. OECD (2023). Education at a Glance 2023: OECD Indicators, OECD Publishing, Paris.
59. 1. Pop-Eleches, C. and
    2. M. Urquiola

    (2013). Going to a Better School: Effects and Behavioral Responses. American Economic Review 103(4), 1289–1324.

    OpenUrlCrossRef
60. 1. Sievertsen, H. H.,
    2. F. Gino, and
    3. M. Piovesan

    (2016). Cognitive fatigue influences students’ performance on standardized tests. Proceedings of the National Academy of Sciences of the United States of America 113(10), 2621–2624.

    OpenUrlAbstract/FREE Full Text
61. 1. Slot, P.

    (2018). Structural characteristics and process quality in early childhood education and care: A literature review. Technical Report Working Paper No. 176, OECD.
62. 1. Slot, P. L.,
    2. D. Bleses,
    3. L. M. Justice,
    4. J. Markussen-Brown, and
    5. A. Højen

    (2018). Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills. Early Education and Development 29(4), 581–602.

    OpenUrlCrossRef
63. 1. Yan, N., A. A. P. P

    . (2021). Reconsidering the relation between parental functioning and child externalizing behaviors: A meta-analysis on child-driven effects. Journal of Family Psychology 35(2), 225–235.

    OpenUrlCrossRefPubMed