Susanna Loeb|Margaret Bridges|Daphna Bassok|Bruce Fuller|Russell W. Rumberger
How much is too much? The influence of preschool centers on children's social and cognitive development
Stanford University|California Department of Education|Policy Analysis (United States)|Stanford University|University of California, Berkeley|University of California, Santa Barbara
paper examines effects different childcare arrangements childrens cognitive social proficiencies start kindergarten using data early childhood longitudinal study identify effects using ols matching instrumental variables estimates overall centerbased care raises reading math scores negative effect sociobehavioral measures however englishproficient hispanic children academic gains considerably higher sociobehavioral effects neutral duration centerbased care matters greatest academic benefit found children start ages 23 rather younger older ages negative behavioral effects greater younger start age patterns found across distributions family income intensity centerbased care also matters hours per day lead greater academic benefits increased behavioral consequences however intensity effects depend family income race