Macmillan, Lindsey and Tominey, Emma orcid.org/0000-0002-0287-3935 (2022) Parental inputs and socio-economic gaps in early child development. Journal of Population Economics. ISSN 0933-1433
Abstract
Around 1 in 5 individuals across OECD countries leave school without basic qualifications, impacting their own later life outcomes and those of their children. We document the impact of a compulsory schooling reform, which raised the education of the marginal mother from leaving school with no qualifications to having at least a basic level of qualifications, on their children’s cognitive and socio-emotional outcomes in childhood. We further estimate the causal effect of this reform on a range of parental inputs, which we show are associated with children’s human capital development. Our results suggest that family resources and parental investments, including health behaviours during pregnancy and monetary investments at home, are causally impacted by the educational reform and, when coupled with their association with human capital, can each explain between 12-60% of the effect of the reform on the second generations’ skills.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © The Author(s) 2022 |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Economics and Related Studies (York) |
Depositing User: | Pure (York) |
Date Deposited: | 01 Feb 2022 11:20 |
Last Modified: | 23 Jan 2025 00:27 |
Published Version: | https://doi.org/10.1007/s00148-022-00917-x |
Status: | Published online |
Refereed: | No |
Identification Number: | 10.1007/s00148-022-00917-x |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:183128 |
Download
Filename: s00148_022_00917_x.pdf
Description: Parental inputs and socio‑economic gaps in early child development
Licence: CC-BY 2.5