Does Money Really Matter? Estimating Impacts of Family Income on Young Children's Achievement with Data from Random-Assignment Experiments

Autor/inn/en	Duncan, Greg J.; Morris, Pamela A.; Rodrigues, Chris
Titel	Does Money Really Matter? Estimating Impacts of Family Income on Young Children's Achievement with Data from Random-Assignment Experiments
Quelle	In: Developmental Psychology, 47 (2011) 5, S.1263-1279 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0023875
Schlagwörter	Family Income; Preschool Children; Attribution Theory; Academic Achievement; Poverty; Public Policy; Correlation; Statistical Analysis; Measures (Individuals); Foreign Countries; Parent Attitudes; Teacher Attitudes; Parent Background; Marital Status; Educational Attainment; Child Development; Family Size; Canada; United States; Peabody Picture Vocabulary Test; Bracken Basic Concept Scale; Social Skills Rating System; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Familieneinkommen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulleistung; Armut; Öffentliche Ordnung; Korrelation; Statistische Analyse; Messdaten; Ausland; Elternverhalten; Lehrerverhalten; Elternhaus; Familienstand; Bildungsabschluss; Bildungsgut; Kindesentwicklung; Familiengröße; Kanada; USA
Abstract	Social scientists do not agree on the size and nature of the causal impacts of parental income on children's achievement. We revisit this issue using a set of welfare and antipoverty experiments conducted in the 1990s. We utilize an instrumental variables strategy to leverage the variation in income and achievement that arises from random assignment to the treatment group to estimate the causal effect of income on child achievement. Our estimates suggest that a $1,000 increase in annual income increases young children's achievement by 5%-6% of a standard deviation. As such, our results suggest that family income has a policy-relevant, positive impact on the eventual school achievement of preschool children. (Contains 6 footnotes, 6 tables, and 1 figure.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10