Public Investments and Class Gaps in Parents’ Developmental Expenditures

Families and governments are the primary sources of investment in children, providing access to basic resources and other developmental opportunities. Recent research identifies significant class gaps in parental investments that contribute to high levels of inequality by family income and education. State-level public investments in children and families have the potential to reduce class inequality in children’s developmental environments by affecting parents’ behavior. Using newly assembled administrative data from 1998 to 2014, linked to household-level data from the Consumer Expenditure Survey, we examine how public-sector investment in income support, health, and education is associated with the private expenditures of low- and high-SES parents on developmental items for children. Are class gaps in parental investments in children narrower in contexts of higher public investment for children and families? We find that more generous public spending for children and families is associated with significantly narrower class gaps in private parental investments. Furthermore, we find that equalization is driven by bottom-up increases in low-SES households’ developmental spending in response to progressive state investments of income support and health, and by top-down decreases in high-SES households’ developmental spending in response to universal state investment in public education.

Modelling the learning impacts of educational disruptions in the short and long run

In this paper, I propose a new framework for analysing the short and long-run effects of temporary educational disruptions on the learning progression of children. The framework integrates into a coherent model recent advances in the literature on learning acquisition (Kaffenberger, 2021; Kaffenberger and Pritchett, 2020b, 2021) and the literature on estimating the immediate costs of instructional disruptions (Neidhöfer et al., 2021). The integrated framework includes explicit modelling of continuous parental investments, filling a gap in the literature related to the Potential Pedagogical Function and other explicit models of learning progression and acquisition. In the same way, the model considers the role of economic resources as part of the resources employed by parents to mitigate the effects of a temporary shock in instruction., expanding the notion of attenuation capacity developed by Neidhöfer et al. (2021). Finally, I take this framework to the data to estimate the potential effects of the instructional disruption caused by the COVID-19 pandemic in Mexico. The estimates suggest that, for the Mexican cohort affected by the instructional disruption,the potential persistent loss in learning with respect to the counterfactual lies on average between 20% and 90% of the learning acquired during a usual school year, depending on the effectiveness of the remote learning policies implemented during 2020 and 2021.These results already consider the mitigating role of parental investments. Furthermore,my results suggest substantial variation between inhabitants from different regions of the country and inside inhabitants of the same region, being the South of the country the region where the losses are the largest.

The Summer Parental Investment Gap? Socioeconomic Gaps in the Seasonality of Parental Expenditures and Time with School-Age Children

Scholars have theorized how private parental investments of money and time in children may respond differentially to the loss of the public provision of schooling during the summer, based on parental socioeconomic status (SES). Importantly, the widening of SES gaps in parental investments of money and time in children during the summer could generate SES gaps in children’s learning during the summer. We investigate the seasonality of SES gaps in parental investments of both money and time using the 1996–2018 Consumer Expenditure Survey and 2003–2019 American Time Use Survey. We find SES gaps in parental investments of both money and time during the summer and SES gaps in expenditures are larger in the summer than during non-summer months. We find little evidence that these gaps have grown substantially over time, but we do find these gaps are larger for younger school-age children than for older school-age children. This research provides new evidence regarding the link between public and parental investments in children, addresses a key mechanism underlying the debate about the summer learning gap, and provides new evidence on how parents may target investments in children towards the ages when they are most consequential.

Shifting parental beliefs about child development to foster parental investments and improve school readiness outcomes

Socioeconomic gaps in child development open up early, with associated disparities in parental investments in children. Understanding the drivers of these disparities is key to designing effective policies. We first show that parental beliefs about the impact of early parental investments differ across socioeconomic status (SES), with parents of higher SES being more likely to believe that parental investments impact child development. We then use two randomized controlled trials to explore the mutability of such beliefs and their link to parental investments and child development, our three primary outcomes. In the first trial (NCT02812017 on clinicaltrials.gov), parents in the treatment group were asked to watch a short educational video during four well-child visits with their pediatrician while in the second trial (NCT03076268), parents in the treatment group received twelve home visits with feedback based on their daily interactions with their child. In both cases, we find that parental beliefs about child development are malleable. The first program changes parental beliefs but fails to lastingly increase parental investments and child outcomes. By contrast, in the more intensive program, all pre-specified endpoints are improved: the augmented beliefs are associated with enriched parent-child interactions and higher vocabulary, math, and social-emotional skills for the children.

Dung Beetle Assemblages Attracted to Cow and Horse Dung: The Importance of Mouthpart Traits, Body Size, and Nesting Behavior in the Community Assembly Process

Dung beetles use excrement for feeding and reproductive purposes. Although they use a range of dung types, there have been several reports of dung beetles showing a preference for certain feces. However, exactly what determines dung preference in dung beetles remains controversial. In the present study, we investigated differences in dung beetle communities attracted to horse or cow dung from a functional diversity standpoint. Specifically, by examining 18 functional traits, we sought to understand if the dung beetle assembly process is mediated by particular traits in different dung types. Species specific dung preferences were recorded for eight species, two of which prefer horse dung and six of which prefer cow dung. Significant differences were found between the functional traits of the mouthparts of the dung beetles attracted to horse dung and those that were attracted to cow dung. Specifically, zygum development and the percentage of the molar area and the conjunctive area differed between horse and cow dung colonizing beetles. We propose that the quantitative differences in the mouthpart traits of the species attracted to horse and cow dung respectively could be related to the differential capacity of the beetles to filtrate and concentrate small particles from the dung. Hence, the dung preference of dung beetles could be related to their ability to exploit a specific dung type, which varies according to their mouthpart traits. Moreover, we found that larger and nester beetles preferred cow dung, whereas smaller and non-nester beetles preferred horse dung. This finding could be related to the tradeoff between fitness and parental investments, and to the suitability of the trophic resource according to the season and species phenology.

Entitled to Property: Inheritance Laws, Female Bargaining Power, and Child Health in India

Child height is a significant predictor of human capital and economic status throughout adulthood. Moreover, non-unitary household models of family behavior posit that an increase in women's bargaining power can influence child health. We study the effects of an inheritance policy change, the Hindu Succession Act (HSA), which conferred enhanced inheritance rights to unmarried women in rural India, on child height. We find robust evidence that the HSA improved the height and weight of children. In addition, we find evidence consistent with a channel that the policy improved the women's intrahousehold bargaining power within the household, leading to improved parental investments for children. These study findings are also compatible with the notion that children do better when their mothers control a more significant fraction of the family. Therefore, policies that empower women can have additional positive spillovers for children's human capital.

On the Quantity and Quality of Girls: Fertility, Parental Investments, and Mortality*

Access to prenatal sex-detection technology in India has led to a phenomenal increase in abortion of girls. We find that it has also narrowed the gender gap in under-5 mortality, consistent with surviving girls being more wanted than aborted girls. For every three aborted girls, one additional girl survived to age five. Mechanisms include moderation of son-biased fertility stopping and narrowing of gender gaps in parental investments. However, surviving girls are more likely to be born in lower status families. Our findings have implications not only for counts of missing girls but also for the later life outcomes of girls.

What can parents do? The causal mediating role of parenting in SES differences in children’s language development

This study estimates how much of the effect of parental socioeconomic status (SES) on children’s language development is mediated through parenting styles, practices, and parental investments and whether the effects of early literacy-related parenting practices are heterogeneous. Previous studies suggest SES gaps in language skills among preschoolers result from differences in parenting. However, the extent to which parenting mediates the effects of growing up in low-SES contexts, and whether parenting may have heterogeneous effects are still unknown. This paper uses data from the National Educational Panel Study starting cohort 1, a random sample of N=1892 children born between 2012 and 2013 in Germany. The paper uses latent class analysis to measure SES and joint mediation analysis to estimate the mediated share of the SES effect on children’s language going through parenting. Quantile regression is used to explore heterogeneity in the effects of parenting practices to further explain the mediated share.Parenting explains or mediates around half of the total effect of SES, and the positive effect of parenting practices are heterogeneous, affecting mostly children around the first quartile of the distribution of language skills. Although a large chunk of the SES effect operates through parenting, and parenting practices positively impact children,their effects on reducing gaps in language skills are limited. Interventions on parenting should not neglect the alternative pathways through which inequality in language skills may be still transmitted.