Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/299884 
Year of Publication: 
2024
Series/Report no.: 
IZA Discussion Papers No. 16956
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
This paper studies the interaction between parental and public inputs in children's skill formation. We perform a longer-run follow-up study of a randomized controlled trial that increased preschool quality and initially improved skills significantly for children of all backgrounds. There is, however, complete fade-out for children with highly educated parents. Given positive long-run effects for children with low-educated parents, the treatment reduces child skill gaps across parents' education by 46%. We show that 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.
Subjects: 
skill formation
parental time investments
public investments
school quality
JEL: 
I24
I28
I21
J24
Document Type: 
Working Paper

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