RT Journal Article
SR Electronic
T1 Public and Parental Investments, and Children’s Skill Formation
JF Journal of Human Resources
JO J Hum Resour
FD University of Wisconsin Press
SP 0422-12259R2
DO 10.3368/jhr.0422-12259R2
A1 Gensowski, Miriam
A1 Landersø, Rasmus
A1 Dale, Philip
A1 Højen, Anders
A1 Justice, Laura
A1 Bleses, Dorthe
YR 2024
UL http://jhr.uwpress.org/content/early/2024/11/04/jhr.0422-12259R2.abstract
AB This paper studies the interaction between parental and public inputs in children’s skill formation based on a longer-run follow-up of a randomized controlled trial. While the RCT initially increased preschool quality and initially improved skills significantly for children of all backgrounds, there is complete fade-out for children with highly educated parents, and only positive long-run effects for children with low-educated parents. The heterogeneous treatment effects are a result of differences in parents’ responses in terms of investments, reacting to school quality later in childhood. There is also evidence of cross-productivity between reading and math skills and socio-emotional development.