Improving school readiness in low-income children: The effect of public child care subsidies on early cognitive achievement
2009
Thesis (M.P.P.)--Georgetown University, 2009.; Includes bibliographical
references. In addition to the primary goal of improving employment outcomes for low-income
parents, public child care subsidies are intended to improve development outcomes for
low-income children. Since the major changes to child care subsidy policies associated with
welfare reform in 1996, empirical research has focused almost exclusively on the first of
these goals. Using cross-sectional data from the 2005 Early Childhood Program Participation
survey, this study uses Ordinary Least Squares and ordered logistic regression models to test
for differences in cognitive achievement between low-income children in subsidized child care
and low-income children in unsubsidized child care. In both models no statistically
significant association was found between subsidy receipt and cognitive achievement.
Recommendations for future research follow a description of the multivariate
results.
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