Jump to ContentJump to Main Navigation
Show Summary Details
More options …

Jürges, Hendrik

The B.E. Journal of Economic Analysis & Policy

Editor-in-Chief: Ludwig, Sandra / Schmitz, Hendrik

Ed. by Barigozzi, Francesca / Brunner, Johann / Fleck, Robert / Mastrobuoni, Giovanni / Mendola, Mariapia / Requate, Till / de Vries, Frans / Wenzel, Tobias


IMPACT FACTOR 2018: 0.520
5-year IMPACT FACTOR: 0.556

CiteScore 2018: 0.54

SCImago Journal Rank (SJR) 2018: 0.356
Source Normalized Impact per Paper (SNIP) 2018: 0.394

Online
ISSN
1935-1682
See all formats and pricing
More options …
Volume 14, Issue 4

Issues

Volume 6 (2006)

Volume 4 (2004)

Volume 2 (2002)

Volume 1 (2001)

After-School Center-Based Care and Children’s Development

Christina Felfe / Larissa Zierow
Published Online: 2014-05-06 | DOI: https://doi.org/10.1515/bejeap-2013-0131

Abstract

What is the impact of after-school center-based care on the development of primary school-aged children? Answering this question is challenging due to non-random selection of children into after-school center-based care. We tackle this challenge using detailed data of the German Child Panel and employing a value-added method. While we do not find significant effects on average, our analysis provides evidence for beneficial returns to after-school center-based care attendance for more disadvantaged children. To be more precise, children of less educated mothers and low-income families benefit from attending after-school care centers in terms of their socio-behavioral development.

Keywords: child care; child development; value-added estimation

JEL Classifications: J13; I21

References

  • Aizer, A. 2004. “Home Alone: Supervision after School and Child Behavior.” Journal of Public Economics 88(9–10):1835–48.CrossrefGoogle Scholar

  • Almond, D., and J. Currie. 2011. “Human Capital Development before Age Five.” In Volume 4 of Handbook of Labor Economics, Chapter 15, edited by O. Ashenfelter and D. Card, 1315–486. Amsterdam, The Netherlands: Elsevier.Google Scholar

  • Angrist, J., and J. -S. Pischke. 2008. Mostly Harmless Econometrics: An Empiricist’s Companion. Princeton, New Jersey: Princeton University Press.Google Scholar

  • Aschenbach, T. M., and C. Edelbrock. 1981. “Behavior Problems and Competencies. Reported by Parents of Normal and Disturbed Children Aged 4 Through 16.” Monographs of the Society for Research in Child Development 46(188):1–82.CrossrefGoogle Scholar

  • Baker, M., J. Gruber, and K. Milligan. 2008. “Universal Child Care, Maternal Labor Supply, and Family Well-Being.” Journal of Political Economy 116(4):709–45.CrossrefWeb of ScienceGoogle Scholar

  • Black, S. E., P. J. Devereux, and K. G. Salvanes. 2005. “Why the Apple Doesn’t Fall Far: Understanding Intergenerational Transmission of Human Capital.” American Economic Review 95(1):437–49.CrossrefGoogle Scholar

  • Blau, D. 1999. “The Effect of Income on Child Development.” The Review of Economics and Statistics 81(2):261–76.CrossrefGoogle Scholar

  • Blau, D., and J. Currie. 2006. “Pre-School, Day Care, and After-School Care: Who’s Minding the Kids?” In Volume 2 of Handbook of the Economics of Education, Chapter 20, edited by E. Hanushek and F. Welch, 1163–278. Amsterdam, The Netherlands: Elsevier.Google Scholar

  • Brooks, P., C. Mojica, and R. Land. 1995. “Final Evaluation Report. Longitudinal Study of LA’s Best After School Education and Enrichment Program.” Report, Center for the Study of Evaluation. University of California, Los Angeles, CA.Google Scholar

  • Cascio, E. U. 2009. “Do Investments in Universal Early Education Pay Off? Long-Term Effects of Introducing Kindergartens into Public Schools.” NBER Working Papers 14951, National Bureau of Economic Research, Inc.Google Scholar

  • Case, A., D. Lubotsky, and C. Paxson. 2002. “Economic Status and Health in Childhood: The Origins of the Gradient.” American Economic Review 92(5):1308–34.CrossrefGoogle Scholar

  • Cunha, F., J. J. Heckman, and L. Lochner. 2006. “Interpreting the Evidence on Life Cycle Skill Formation.” In Volume 1 of Handbook of the Economics of Education, Chapter 12, edited by E. Hanushek and F. Welch, 697–812. Amsterdam, The Netherlands: Elsevier.Google Scholar

  • Currie, J. 2009. “Healthy, Wealthy, and Wise: Socioeconomic Status, Poor Health in Childhood, and Human Capital Development.” Journal of Economic Literature 47(1):87–122.Web of ScienceCrossrefGoogle Scholar

  • Datta-Gupta, N., and M. Simonsen. 2010. “Non-Cognitive Child Outcomes and Universal High Quality Child Care.” Journal of Public Economics 94(1–2):30–43.Web of ScienceCrossrefGoogle Scholar

  • Davis-Kean, P. 2005. “The Influence of Parent Education and Family Income on Child Achievement: The Indirect Role of Parental Expectations and the Home Environment. Journal of Family Psychology 19(2):294–304.CrossrefGoogle Scholar

  • Dustmann, C., A. Raute, and U. Schönberg. 2012. “Does Universal Child Care Matter? Evidence from a Large Expansion in Pre-School Education.” mimeo.Google Scholar

  • Eurostat. 2011. Beschaeftigungsquote von Erwachsenen nach Geschlecht, Altersgruppe, hoechstem erreichten Bildungsgrad, Zahl der Kinder und Alter des juengsten Kindes (%) [lfst_hheredch].Google Scholar

  • Felfe, C., N. Nollenberger, and N. Rodriguez-Planas. 2013. “Can’t Buy Mommy’s Love? Universal Childcare and Children’s Long-Term Cognitive Development.” CESifo Working Paper Series 4069.Google Scholar

  • Fitzpatrick, M. D. 2008. “Starting School at Four: The Effect of Universal Pre-Kindergarten on Children’s Academic Achievement.” The B.E. Journal of Economic Analysis & Policy 8(1):46.Google Scholar

  • Grossman, J., M. Price, V. Fellerath, L. Jucovy, L. Kotloff, R. Raley, and K. Walker. 2002. “Multiple Choices after School: Findings from the Extended-Service Schools Initiative.” Report, Public/Private Ventures, Philadelphia.Google Scholar

  • Havnes, T., and 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.Web of ScienceGoogle Scholar

  • Heimer, A., M. Henkel, and D. Donges. 2011. “Vereinbarkeit von Familie und Beruf mit Schulkindern.” Report, Federal Ministry of Family, Senior Citizens, Women and Youth, Germany.Google Scholar

  • Huang, D., B. Gribbons, K. Kim, C. Lee, and E. Baker. 2000. “A Decade of Results: The Impact of LA’s Best after School Enrichment Program on Subsequent Student Achievement and Performance.” Report, UCLA Center for the Study of Evaluation, Los Angeles, CA.Google Scholar

  • Huang, D., S. Leon, D. La Torre, and S. Mostafavi. 2008. “Examining the Relationship between LA’s Best Program Attendance and Academic Achievement of LA’s Best Students.” Report, CRESST Report 749.Google Scholar

  • Kamette, F. 2011. “Organisation of School Time in the European Union.” Report, Foundation Robert Schuman, European issues no 212.Google Scholar

  • Kling, J. R., J. B. Liebman, and L. F. Katz. 2007. “Experimental Analysis of Neighborhood Effects.” Econometrica 75(1):83–119.CrossrefWeb of ScienceGoogle Scholar

  • Linver, M., J. Brooks-Gunn, and D. Kohen. 2002. “Family Processes as Pathways from Income to Young Children’s Development.” Developmental Psychology 38:719–34.CrossrefPubMedGoogle Scholar

  • Patall, E., H. Cooper, and A. B. Allen. 2010. “Extending the School Day or School Year: A Systematic Review of Research (1985–2009).” Review of Educational Research 80(3):401–36.CrossrefWeb of ScienceGoogle Scholar

  • Riedel, B., T. Gadow, E. van Santen, K. Fuchs, M. Schilling, and H. R. Leu. 2005. “Zahlen-spiegel 2005: Kindertagesbetreuung im Spiegel der Statistik.” Technical report, Deutsches Jugendinstitut e.V. und Dortmunder Arbeitsstelle Kinder- und Jugendhilfestatistik.Google Scholar

  • Todd, P. E., and K. I. Wolpin. 2007. “The Production of Cognitive Achievement in Children: Home, School, and Racial Test Score Gaps.” Journal of Human Capital 1(1):91–136.CrossrefGoogle Scholar

  • U.S. Bureau of Labor Statistics. 2011. Women in the Labor Force: A Databook. Report 1034.Google Scholar

  • Wahl, K. 2008. “Lachen, Weinen, Ärgern: Die Gefühlswelt Der Kinder “Emotionen, Kompetenzen, Risiken.” Deskription der Daten der ersten Welle des DJI Kinderpanel. Technical report, Deutsches Jugendinstitut e.V.Google Scholar

  • Windle, M., and R. Lerner. 1986. “Reassessing the Dimensions of Temperamental Individuality across the Life Span. the Revised Dimensions of Temperamant Survey (DOTS-R).” Journal of Adolescent Research 1:213–30.CrossrefGoogle Scholar

  • Yeung, J., M. Linver, and J. Brooks-Gunn. 2002. “How Money Matters for Young Children’s Development: Parental Investment and Family Processes.” Child Development 73:1861–79.PubMedCrossrefGoogle Scholar

About the article

Published Online: 2014-05-06

Published in Print: 2014-10-01


Citation Information: The B.E. Journal of Economic Analysis & Policy, Volume 14, Issue 4, Pages 1299–1336, ISSN (Online) 1935-1682, ISSN (Print) 2194-6108, DOI: https://doi.org/10.1515/bejeap-2013-0131.

Export Citation

©2014 by De Gruyter.Get Permission

Comments (0)

Please log in or register to comment.
Log in