265 results on '"Jane Waldfogel"'
Search Results
2. Gender in the Labor Market: The Role of Equal Opportunity and Family-Friendly Policies
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Elizabeth L. Doran, Ann P. Bartel, and Jane Waldfogel
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gender ,equal opportunity ,family-friendly policies ,Social Sciences - Abstract
Although the gender wage gap in the United States has narrowed, women’s career trajectories diverge from men’s after the birth of children, suggesting a potential role for family-friendly policies. We provide new evidence on employer provision of these policies. Using the American Time Use Survey, we find that women are less likely than men to have access to any employer-provided paid leave and this differential is entirely explained by part-time status. Using the National Longitudinal Survey of Youth 1997, we find that young women are more likely to have access to specifically designated paid parental leave, even in part-time jobs. Both data sets show insignificant gender differentials in access to employer-subsidized childcare and access to scheduling flexibility. We conclude with a discussion of policy implications.
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- 2019
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3. Support for Paid Family Leave among Small Employers Increases during the COVID-19 Pandemic
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Ann P. Bartel, Maya Rossin-Slater, Christopher J. Ruhm, Meredith Slopen, and Jane Waldfogel
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Social Sciences ,Sociology (General) ,HM401-1281 - Abstract
The United States is one of the few countries that does not guarantee paid family leave (PFL) to workers. Proposals for PFL legislation are often met with opposition from employer organizations, which fear disruptions to business, especially among small employers. But there are limited data on employers’ views. The authors surveyed firms with 10 to 99 employees in New York and New Jersey on their attitudes toward PFL programs before and during the coronavirus disease 2019 (COVID-19) pandemic. There was high support for state PFL programs in 2019 that rose substantially over the course of the pandemic: by the fall of 2020, almost 70 percent of firms were supportive. Increases in support were larger among firms that had employees using PFL, suggesting that experience with PFL led to employers becoming more supportive. Thus, concerns about negative impacts on small employers should not impede efforts to expand PFL at the state or federal level.
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- 2021
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4. Poor State, Rich State: Understanding the Variability of Poverty Rates across U.S. States
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Jennifer Laird, Zachary Parolin, Jane Waldfogel, and Christopher Wimer
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Poverty ,Policy ,Inequality ,Sociology (General) ,HM401-1281 - Abstract
According to the Supplemental Poverty Measure, state-level poverty rates range from a low of less than 10 percent in Iowa to a high of more than 20 percent in California. We seek to account for these differences using a theoretical framework proposed by Brady, Finnigan, and Hübgen (2017), which emphasizes the prevalence of poverty risk factors as well as poverty penalties associated with each risk factor. We estimate state-specific penalties and prevalences associated with single motherhood, low education, young households, and joblessness. We also consider state variation in the poverty risks associated with living in a black household and a Hispanic immigrant household. Brady et al. (2017) find that country-level differences in poverty rates are more closely tied to penalties than prevalences. Using data from the Current Population Survey, we find that the opposite is true for state-level differences in poverty rates. Although we find that state poverty differences are closely tied to the prevalence of high-risk populations, our results do not suggest that state-level antipoverty policy should be solely focused on changing "risky" behavior. Based on our findings, we conclude that state policies should take into account cost-of-living penalties as well as the state-specific relationship between poverty, prevalences, and penalties.
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- 2018
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5. A Universal Child Allowance: A Plan to Reduce Poverty and Income Instability Among Children in the United States
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H. Luke Shaefer, Sophie Collyer, Greg Duncan, Kathryn Edin, Irwin Garfinkel, David Harris, Timothy M. Smeeding, Jane Waldfogel, Christopher Wimer, and Hirokazu Yoshikawa
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child poverty ,child tax credit ,income instability ,social welfare policy ,Social Sciences - Abstract
To reduce child poverty and income instability, and eliminate extreme poverty among families with children in the United States, we propose converting the Child Tax Credit and child tax exemption into a universal, monthly child allowance. Our proposal is based on principles we argue should undergird the design of such policies: universality, accessibility, adequate payment levels, and more generous support for young children. Whether benefits should decline with additional children to reflect economies of scale is a question policymakers should consider. Analyzing 2015 Current Population Survey data, we estimate our proposed child allowance would reduce child poverty by about 40 percent, deep child poverty by nearly half, and would effectively eliminate extreme child poverty. Annual net cost estimates range from $66 billion to $105 billion.
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- 2018
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6. Parental Education-Related Gaps in Externalising Behaviour at Age 3-4 Years: Evidence from a Harmonised Framework from the United Kingdom, the United States, and the Netherlands
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Anna Volodina, Sabine Weinert, Elizabeth Washbrook, Jane Waldfogel, Renske Keizer, Valentina Perinetti Casoni, Sanneke de la Rie, and Sarah Jiyoon Kwon
- Abstract
Research on factors underlying socioeconomic status (SES)-related inequalities in child development mainly focuses on single countries and specific influential factors. Only few studies scrutinize to what extent differences in children's early behavioural outcomes vary across countries and whether the processes that account for them are common or context-specific. The aim of this study was to explore SES-related inequalities and explanatory factors in 3- to 4-year-old children's externalising behaviour as well as their generalisability across outcome variables (hyperactivity, conduct problems) and countries. The study uses harmonised data from three longitudinal large-scale studies conducted in the United Kingdom (UK), the United States (US), and the Netherlands and a decomposition method to comparatively analyse early SES-related gaps and explanatory factors. Results show that the extent of parental education-related gaps varied across countries. The included explanatory factors accounted for significant amounts of gaps in hyperactivity and conduct problems. Yet, while family income and maternal depressive feelings significantly explained gaps in each facet of externalising behaviour across all three countries, other factors were country-specific. In the US and the UK, health-related factors were additionally relevant for explaining early gaps in both child outcomes; in the UK, also structural aspects of the family significantly explained gaps in conduct problems; no other factors contributed to the explanation of gaps in the Netherlands. Mechanisms that might reduce SES-related inequalities in child behaviour and that may be helpful when constructing appropriate interventions are partially similar, yet also significantly different between countries and child outcomes.
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- 2024
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7. The Family Gap in Pay: New Evidence for 1967 to 2013
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Ipshita Pal and Jane Waldfogel
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gender gap ,family gap ,Social Sciences - Abstract
This paper provides new evidence on the family gap in pay—the differential in hourly wages between women with children and women without children—between 1967 and 2013, five decades that include important changes in women's employment, especially mothers’ employment, policy reforms as well as contrasting economic cycles. We use data from the Current Population Survey and adjust for selection into motherhood, by estimating ordinary least square models and (as a robustness check) applying augmented inverse probability of treatment weighting, using the standard doubly robust estimator. For women overall, we find a decline in the family gap over this period from 6 percent in 1967 and 1968 to about 1 percent in 2011 through 2013. However, results vary by marital status, education, race-ethnicity, immigration status, temporal flexibility, and occupation. The most striking difference we find is between mothers who are married and those who are not. The family gap declined for married mothers and was replaced by a positive wage differential in the most recent period, whereas for unmarried mothers, a wage gap persisted throughout the two decades, rising to a notable high of 10 percent in 1996 through 1998.
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- 2016
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8. Trends in Deep Poverty from 1968 to 2011: The Influence of Family Structure, Employment Patterns, and the Safety Net
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Liana Fox, Christopher Wimer, Irwin Garfinkel, Neeraj Kaushal, JaeHyun Nam, and Jane Waldfogel
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historical poverty trends ,antipoverty programs ,historical Supplemental Poverty Measure (SPM) ,Social Sciences - Abstract
This paper examines the changing face of deep poverty in the United States over the past fifty years and the role of family structure, employment patterns, and governmental taxes and transfers in explaining these trends. Using a newly developed historical measure of poverty based on the Census Bureau's supplemental poverty measure, we find that deep poverty rates have been fairly constant over the past fifty years, both overall and for families with children. In view of changes in family structure and government policy over this period, the intransigence of deep poverty is surprising. However, this overall stability obscures changes in the demographics of individuals and families in deep poverty, as well as the role of government policy. Governmental transfers reduce the risk of deep poverty for all subgroups examined, but the significance and the role of these programs have changed over time.
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- 2015
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9. Socioeconomic Gaps in Early Childhood Experiences
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Daphna Bassok, Jenna E. Finch, RaeHyuck Lee, Sean F. Reardon, and Jane Waldfogel
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Education - Abstract
This study compares the early life experiences of kindergarteners in 1998 and 2010 using two nationally representative data sets. We find that (a) young children in the later period are exposed to more books and reading in the home, (b) they have more access to educational games on computers, and (c) they engage with their parents more, inside and outside the home. Although these increases occurred among low- and high-income children, in many cases the biggest changes were seen among the lowest-income children. Our results indicate narrowing but still large early childhood parental investment gaps. In addition, socioeconomic gaps in preschool participation grew over this period, despite substantial investments in public preschool. Implications for early socioeconomic achievement gaps are discussed.
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- 2016
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10. Trends in Income-Related Gaps in Enrollment in Early Childhood Education
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Katherine Magnuson and Jane Waldfogel
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Education - Abstract
We use data from the 1968–2013 October Current Population Survey to document trends in 3- and 4-year-old children’s enrollment in center-based early childhood education, focusing on gaps in enrollment among children from low-, middle-, and high-income families. We find that income-related gaps in enrollment widened in the 1970s and 1980s but appear to have plateaued or narrowed for succeeding cohorts. These patterns are consistent with recent trends in income-related gaps in school achievement.
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- 2016
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11. Maternal labor force participation and differences by education in an urban birth cohort study - 1998-2010
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Natasha Pilkauskas, Jane Waldfogel, and Jeanne Brooks-Gunn
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education ,labor force participation ,maternal employment ,non-standard work ,Demography. Population. Vital events ,HB848-3697 - Abstract
Background: Maternal labor force participation has increased dramatically over the last 40 years, yet surprisingly little is known about longitudinal patterns of maternal labor force participation in the years after a birth, or how these patterns vary by education. Objective: We document variation by maternal education in mothers' labor force participation (timing, intensity, non-standard work, multiple job-holding) over the first nine years after the birth of a child. Methods: We use the Fragile Families and Child Wellbeing Study (N~3000) to predict longitudinal labor force participation in a recent longitudinal sample of mothers who gave birth in large US cities between 1998 and 2000. Families were followed until children were age 9, through 2010. Results: Labor force participation gradually increases in the years after birth for mothers with high school or less education, whereas for mothers with some college or more, participation increases between ages 1 and 3 and then remains mostly stable thereafter. Mothers with less than high school education have the highest rates of unemployment (actively seeking work), which remain high compared with all other education groups, whose unemployment declines over time. Compared with all other education groups, mothers with some college have the highest rates of labor force participation, but Contribution: Simple conceptualizations of labor force participation do not fully capture the dynamics of labor force attachment for mothers in terms of intensity, timing of entry, and type of work hours, as well as differences by maternal education.
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- 2016
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12. The Effects of Child Poverty Reductions on Child Protective Services Involvement
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Jessica Pac, Sophie Collyer, Lawrence Berger, Kirk O’Brien, Elizabeth Parker, Peter Pecora, Whitney Rostad, Jane Waldfogel, and Christopher Wimer
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Sociology and Political Science - Published
- 2023
13. Exposure to Childhood Poverty and Racial Differences in Economic Opportunity in Young Adulthood
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Zachary Parolin, Jordan Matsudaira, Jane Waldfogel, and Christopher Wimer
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DEMOGRAPHY, INTERGENERATIONAL MOBILITY, POVERTY, RACIAL INEQUALITY, SOCIAL POLICY ,SOCIAL POLICY ,RACIAL INEQUALITY ,INTERGENERATIONAL MOBILITY ,POVERTY ,Demography - Abstract
Young adults in the United States, especially young Black adults, experience high poverty rates relative to other age groups. Prior research has largely attributed racial disparities in young adult poverty to differential attainment of benchmarks related to education, employment, and family formation. This study investigates that mechanism alongside racial differences in childhood poverty exposure. Analyses of Panel Study of Income Dynamics data reveal that racial differences in childhood poverty are more consequential than differential attainment of education, employment, and family formation benchmarks in shaping racial differences in young adult poverty. Whereas benchmark attainment reduces an individual's likelihood of poverty, racial differences in benchmark attainment do not meaningfully explain Black–White poverty gaps for three reasons. First, childhood poverty is negatively associated with benchmark attainment, generating strong selection effects into the behavioral characteristics associated with lower poverty. Second, benchmark attainment does not equalize poverty rates among Black and White men. Third, Black children experience four times the poverty rate of White children, and childhood poverty has lingering negative consequences for young adult poverty. Although equalizing benchmark attainment would reduce Black–White gaps in young adult poverty, equalizing childhood poverty exposure would have twice the reduction effect.
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- 2022
14. The impacts of paid family and medical leave on worker health, family well-being, and employer outcomes
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Ann Bartel, Maya Rossin-Slater, Christopher Ruhm, Meredith Slopen, and Jane Waldfogel
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RA0421 Public health. Hygiene. Preventive Medicine ,Public Health, Environmental and Occupational Health ,HQ The family. Marriage. Woman ,General Medicine - Abstract
This article reviews the evidence on the impacts of paid family and medical leave (PFML) policies on workers' health, family well-being, and employer outcomes. While an extensive body of research demonstrates the mostly beneficial effects of PFML taken by new parents on infant, child, and parental health, less is known about its impact on employees who need leave to care for older children, adult family members, or elderly relatives. The evidence on employers is similarly limited but indicates that PFML does not impose major burdens on them. Taken together, the evidence suggests that PFML policies are likely to have important short- and long-term benefits for population health, without generating large costs for employers. At the same time, further research is needed to understand the effects of different policy parameters (e.g., wage replacement rate and leave duration) and of other types of leave beyond parental leave. Expected final online publication date for the
- Published
- 2023
15. Inequities in Child Protective Services Contact Between Black and White Children
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Margaret M. C. Thomas, Jane Waldfogel, and Ovita F. Williams
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Pediatric ,child protective services ,Social Work ,poverty ,Child Welfare ,Health Inequities ,White ,Family Studies ,No Poverty ,United States ,Black or African American ,Pediatrics, Perinatology and Child Health ,systemic racism ,Behavioral and Social Science ,Developmental and Educational Psychology ,Income ,Humans ,Psychology ,Child ,policy - Abstract
Child protective services (CPS) contact occurs at substantially higher rates among Black than White families. The present study considers systemic racism as a central driver of this disparity and emphasizes racialized poverty as a possible mechanism. We used data from the Fragile Families and Child Wellbeing Study and logistic regression analyses to assess the associations between income poverty, a racialized experience, and CPS contact, separately among Black and White families. Results indicated that income poverty was a significant predictor of CPS contact among White families, who were protected by higher income. In contrast, income per se was not a significant predictor of CPS contact among Black families, who were instead impacted by racialized family regulation and consequences of poverty, such as poor health and depression. Refundable state Earned Income Tax Credit (EITC) policies were protective for Black families, and more expansive Temporary Assistance for Needy Families (TANF) programs decreased CPS contact for Black and White families. Implications include centering systemic racism and specifically racialized poverty as causes of racial inequities in CPS contact and rethinking the role of CPS in protecting children.
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- 2023
16. Cross-national differences in socioeconomic achievement inequality in early primary school: The role of parental education and income in six countries
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Jascha Dräger, Elizabeth Washbrook, Thorsten Schneider, Hideo Akabayashi, Renske Keizer, Anne Solaz, Jane Waldfogel, Sanneke De la Rie, Yuriko Kameyama, Sarah Jiyoon Kwon, Kayo Nozaki, Valentina Perinetti Casoni, Shinpei Sano, Alexandra Sheridan, and Chizuru Shikishima
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This paper presents comparative information on the socioeconomic status (SES) gradients in literacy skills at age 6-8, drawing on harmonized national datasets from France, Germany, Japan, the Netherlands, the United Kingdom, and the United States. We investigate whether understanding of comparative SES gradients in early-to-mid childhood depends on the operationalization of SES (parental education, income, or both); and whether differences in inequalities at the end of lower secondary schooling documented in international large-scale assessments are already present when children have experienced at most two years of formal compulsory schooling. We find marked differences in the SES gradient in early achievement across countries that are largely insensitive to the way SES is measured, and that seem to mirror inequalities reported for older students. We conclude that country context shapes the link between parental SES and children’s educational achievement, with country differences rooted in the early childhood period.
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- 2023
17. The role of energy balance related behaviors in socioeconomic inequalities in childhood body mass index : a comparative analysis of Germany, the Netherlands, the United Kingdom, and the United States
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Sanneke de la Rie, Elizabeth Washbrook, Valentina Perinetti Casoni, Jane Waldfogel, Sarah Jiyoon Kwon, Jascha Dräger, Thorsten Schneider, Melanie Olczyk, Césarine Boinet, and Renske Keizer
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Health (social science) ,History and Philosophy of Science - Abstract
Socioeconomic inequalities in childhood Body Mass Index (BMI) are becoming increasingly more pronounced across the world. Although countries differ in the direction and strength of these inequalities, cross-national comparative research on this topic is rare. This paper draws on harmonized longitudinal cohort data from four wealthy countries-Germany, the Netherlands, the United Kingdom (UK), and the United States (US)-to 1) map cross-country differences in the magnitude of socioeconomic inequalities in childhood BMI, and 2) to examine cross-country differences in the role of three energy-balance-related behaviors-physical activity, screen time, and breakfast consumption-in explaining these inequalities. Children were aged 5-7 at our first timepoint and were followed up at age 8-11. We used data from the German National Educational Panel Study, the Dutch Generation R study, the UK Millennium Cohort Study and the US Early Childhood Longitudinal-Kindergarten Study. All countries revealed significant inequalities in childhood BMI. The US stood out in having the largest inequalities. Overall, inequalities between children with low versus medium educated parents were smaller than those between children with high versus medium educated parents. The role of energy-balance-related behaviors in explaining inequalities in BMI was surprisingly consistent. Across countries, physical activity did not, while screen time and breakfast consumption did play a role. The only exception was that breakfast consumption did not play a role in the US. Cross-country differences emerged in the relative contribution of each behavior in explaining inequalities in BMI: Breakfast consumption was most important in the UK, screen time explained most in Germany and the US, and breakfast consumption and screen time were equally important in the Netherlands. Our findings suggest that what constitutes the most effective policy intervention differs across countries and that these should target both children from medium as well as low educated families.
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- 2023
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18. Paying for Childcare to Work? Evaluating the Role of Policy in Affordable Care and Child Poverty
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Robert Paul Hartley, Marybeth J. Mattingly, Jane Waldfogel, and Christopher Wimer
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Sociology and Political Science - Published
- 2022
19. Trends in the Economic Wellbeing of Unmarried-Parent Families with Children: New Estimates Using an Improved Measure of Poverty
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JaeHyun Nam, Irwin Garfinkel, Liana Fox, Neeraj Kaushal, Jane Waldfogel, and Christopher Wimer
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Family unit ,Geography ,Poverty ,Current Population Survey ,Transfer payment ,High poverty ,Measure (physics) ,Demographic economics ,Management, Monitoring, Policy and Law ,Census ,Single mothers ,Demography - Abstract
Children born to unmarried parents make up an increasing share of American children. But official poverty statistics provide little insight into their economic well-being because these statistics use an outdated definition of the family unit and an incomplete measure of family resources. Using Current Population Survey data and an improved measure of poverty, the Census Bureau’s Supplemental Poverty Measure, we reassess long-term trends in poverty for children in unmarried parent families—those led by single mothers, those led by single fathers, and those led by cohabiting couples—as opposed to their counterparts in married couple families. We find that single-mother families have the highest poverty rates among families, both historically and today, but the improved measure shows much larger declines in single-mother families’ poverty rates over time. Single-father and cohabiting families also have high poverty rates, but those rates have also fallen by approximately one third since the 1960s.
- Published
- 2021
20. California’s Paid Family Leave Law and the Employment of 45- to 64-Year-Old Adults
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Jane Waldfogel, Christopher J. Ruhm, Ann P. Bartel, and Soohyun Kim
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Organizational Behavior and Human Resource Management ,Sociology and Political Science ,Economics, Econometrics and Finance (miscellaneous) ,Industrial relations ,Demographic economics ,Geriatrics and Gerontology ,Life-span and Life-course Studies ,Psychology ,Family Leave - Abstract
Paid family leave allows workers to take time off from work to care for a family member with a serious health condition, with reduced financial risk and increased job continuity. In 2004, California was the first state in the nation to implement a paid family leave program allowing workers to take up to 8 weeks off work with partial pay to care for their own or a family member’s serious health condition. Although the effects of California’s law on the labor supply of parents of newborns have been extensively studied, the role of paid family leave in the labor supply of workers who may need to provide care for a spouse has not been studied widely. We examine the effects of California’s law on the employment of workers who are aged 45–64 and have a disabled spouse, using the 2001–2008 American Community Survey. Our preferred estimates suggest the paid leave program increased the employment of 45- to 64-year-old women with a disabled spouse in California by around 0.9 percentage points (or 1.4% on a prelaw base rate of 65.9%) in the postlaw period compared with their counterparts in other states, with a 2.9 percentage point rise in private-sector employment. The employment of men with a disabled spouse in California also increased, but by a smaller amount: 0.7 percentage points (or 0.8% on a prelaw base 86.8%; with a nonsignificant 0.4 percentage point decrease in private-sector employment).
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- 2021
21. Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years: evidence from harmonised data from three countries
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Anna Volodina, Sabine Weinert, Elizabeth Washbrook, Jane Waldfogel, Sarah Jiyoon Kwon, Yi Wang, and Valentina Perinetti Casoni
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General Psychology - Abstract
Child outcomes vary by family’s socioeconomic status (SES). Research on explanatory factors underlying early SES-related disparities has mainly focused on specific child outcomes (e.g., language skills) and selected influencing factors in single countries often with a focus on individual differences but not explicitly on early SES-related gaps. This study uses harmonised data from longitudinal large-scale studies conducted in the United Kingdom, United States, and Germany to examine parental education-related gaps in early child language and social skills. Twelve theoretically proposed family-, child-, and childcare-related factors were systematically evaluated as explanatory factors. In all countries, parental education-related gaps were particularly pronounced for early child language compared to social skills. In the decomposition analyses, the home learning environment was the only measure that significantly explained gaps in all child outcomes across all countries. Early centre-based care attendance, family income, and maternal age at childbirth contributed to gaps in child outcomes with the specific pattern of results varying across outcomes and countries. Maternal depressive feelings significantly contributed only to explaining gaps in children’s social skills. Thus, while some mechanisms found to underpin early parental education-related gaps can be generalized from single-country, single-domain studies, others are outcome- and context-specific.
- Published
- 2022
22. Teacher judgements, student social background, and student progress in primary school: a cross-country perspective
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Melanie Olczyk, Sarah Jiyoon Kwon, Georg Lorenz, Valentina Perinetti Casoni, Thorsten Schneider, Anna Volodina, Jane Waldfogel, and Elizabeth Washbrook
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Education - Abstract
This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three large-scale surveys, the Millennium Cohort Study for England, the National Educational Panel Study for Germany, and the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 for the US. At the beginning of primary education, teacher judgements were not entirely consistent with student scores in standardised tests. In England and Germany, teachers underrated students with low-educated parents and overrated those with high-educated parents. In the US, no such differences were found. In all three countries, overrated (or underrated) students performed better (worse) later on. In England and, to a lesser extent, in Germany, we found evidence that biased teacher judgements contribute—over the course of primary school—to widening inequalities in value-added achievement by parental education. Such effects were negligible in the US. Our findings suggest that a cross-country perspective is essential to better understand contextual factors’ role in systematic bias in teacher judgements and its relevance for educational achievement. This study can be seen as a starting point for future research to investigate the mechanisms of such contextual effects more thoroughly.
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- 2022
23. The Effect of Kindergarten Instructional Policies on Reading and Math Achievement Gaps
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Jane Waldfogel and Yi Wang
- Published
- 2022
24. State-level variation in the cumulative prevalence of child welfare system contact, 2015–2019
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Youngmin Yi, Frank Edwards, Natalia Emanuel, Hedwig Lee, John M. Leventhal, Jane Waldfogel, and Christopher Wildeman
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Sociology and Political Science ,Developmental and Educational Psychology ,Education - Published
- 2023
25. Too Many Children Left Behind: The U.S. Achievement Gap in Comparative Perspective
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Bruce Bradbury, Miles Corak, Jane Waldfogel, Elizabeth Washbrook and Bruce Bradbury, Miles Corak, Jane Waldfogel, Elizabeth Washbrook
- Published
- 2015
26. The relevance of tracking and social segregation for growing achievement gaps by parental education in lower secondary school. A longitudinal analysis in France, Germany, the United States, and England
- Author
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Jascha Dräger, Thorsten Schneider, Melanie Olczyk, Anne Solaz, Alexandra Sheridan, Elizabeth Washbrook, Valentina Perinetti Casoni, Sarah Jiyoon Kwon, and Jane Waldfogel
- Abstract
There is substantial variation in the degree of social stratification in students’ achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely parents’ education, for achievement inequalities during lower secondary school using recent longitudinal microdata for France, Germany, the United States, and England, and evaluate whether country differences can be attributed to different tracking systems or the social segregation of schools. We find substantial SES-gaps in math achievement progress in all four countries but more pronounced gaps in England and Germany. Yet, within school SES-gaps are similar across countries suggesting that the allocation of students to schools drives country differences. Moreover, we find that between-school tracking in Germany accounts for a large share of the SES-gaps, whereas course-by-course tracking seems less important in the other countries. The role of schools’ social segregation is similar across countries.
- Published
- 2022
27. What kind of 'poverty' predicts CPS contact: Income, material hardship, and differences among racialized groups
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Margaret M C, Thomas and Jane, Waldfogel
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Pediatric ,Material hardship ,Social Work ,Sociology and Political Science ,Prevention ,No Poverty ,CPS contact ,Racial inequity ,Education ,Economic wellbeing ,Applied Economics ,Behavioral and Social Science ,Developmental and Educational Psychology ,Racial disparity ,Poverty - Abstract
BACKGROUND AND PURPOSE: Child protective services (CPS) contact is consistently linked with poverty in the US, and empirical evidence is mounting to indicate that disparate exposure to income poverty explains a substantial portion of racial inequities in CPS involvement. Evidence about the different distributions of income poverty and material hardship also suggests that income poverty may not sufficiently capture economic wellbeing among families. This paper assessed whether differences in exposure to income poverty and/or material hardship explain racial inequities in CPS contact and further examined whether income poverty and material hardship predict CPS contact differently within racialized groups. METHODS: We used data from the Fragile Families and Child Wellbeing Study (FFCWS), an urban cohort representative of births in large US cities in 1998–2000. The FFCWS data are ideal for this study in capturing each of the key constructs: racialized group membership, income, material hardship, and CPS contact. We measured income poverty and material hardship when children were age 1 and measured any CPS contact by age five. Our final sample included 3,517 families, including 1,848 Black, 614 white, and 1,055 Latinx families. We employed logistic regression to assess the associations between income poverty and material hardship, independently and jointly, and CPS contact. We conducted analyses in our full analytic sample and among subsamples of the Black, white, and Latinx families. RESULTS: We found that differences in income-to-poverty ratio account for differences in CPS contact between Black and white families. Differences in CPS contact between Black and Latinx families were not explained by economic wellbeing measures alone but were ameliorated when differences in income poverty, material hardship, and a full set of family characteristics were considered. Additionally, we found that material hardship was a consistent predictor of CPS contact in the full sample and within each of the Black, white, and Latinx subsamples, even accounting for differences in income and other family characteristics. CONCLUSIONS: The clear role of income poverty in explaining inequities in CPS contact between Black and white families and the consistent importance of material hardship in predicting CPS contact across all families underscore the critical importance of reducing income poverty and hardship and of distinguishing material need from maltreatment in the context of CPS. Our findings offer clear implications for policy intervention to reduce income poverty and material hardship. Such interventions might include extending the temporarily expanded Child Tax Credit and expanded food and housing assistance benefits, toward the ends of supporting child and family wellbeing and reducing economic and racial inequities in CPS contact.
- Published
- 2022
28. Increases in Income-Related Disparities in Early Elementary School Obesity, 1998–2014
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Scott Latham, Jane Waldfogel, Jenna E. Finch, and Sean F. Reardon
- Subjects
Pediatric Obesity ,Longitudinal study ,Adolescent ,education ,Overweight ,Childhood obesity ,Body Mass Index ,03 medical and health sciences ,0302 clinical medicine ,Economic inequality ,030225 pediatrics ,medicine ,Humans ,Longitudinal Studies ,Obesity ,030212 general & internal medicine ,Early childhood ,Child ,Schools ,business.industry ,medicine.disease ,Socioeconomic Factors ,Child, Preschool ,Pediatrics, Perinatology and Child Health ,Cohort ,Income ,medicine.symptom ,business ,Demography - Abstract
Objective Research shows that population-level rates of obesity, which rose dramatically from the 1970s through the mid-2000s, have since plateaued or even started to decline. However, overall improvements may mask differences in trends for different subgroups. For instance, obesity rates have continued to climb among low-income adolescents, leading to growing income-related gaps in obesity. By comparison, we know little about whether income-related disparities have also changed among elementary school children. To address this gap, we examined two cohorts of the Early Childhood Longitudinal Study – Kindergarten cohort, which followed children entering school in 1998 and 2010. We hypothesized that income-related disparities in obesity have also grown larger over time among young children. Methods We used data from nationally representative samples of children who entered kindergarten in 1998 and 2010. We documented rates of overweight and obesity from kindergarten through third grade, examined how rates differed for children from high- and low-income families, and tested whether income-related disparities changed over time. Results Rates of overweight and obesity were 2 to 5 percentage points higher in the later cohort, and overall increases masked substantial variation by income. Specifically, these increases were driven by children in lower-income households, resulting in substantially larger income-related disparities in overweight and obesity in the later cohort. Conclusions As we hypothesized, income-related disparities in young children's obesity grew between 1998 and 2014. This suggests that efforts to curb increasing rates of obesity may have been more successful for higher-income families. We discuss potential mechanisms that may account for increasing disparities.
- Published
- 2021
29. Child protective services contact and youth outcomes
- Author
-
Michael Evangelist, Margaret M.C. Thomas, and Jane Waldfogel
- Subjects
Psychiatry and Mental health ,Pediatrics, Perinatology and Child Health ,Developmental and Educational Psychology - Published
- 2023
30. Estimating monthly poverty rates in the United States
- Author
-
Zachary Parolin, Megan Curran, Jordan Matsudaira, Jane Waldfogel, and Christopher Wimer
- Subjects
Public Administration ,Sociology and Political Science ,POVERTY, POLICY, INEQUALITY ,POLICY ,INEQUALITY ,General Business, Management and Accounting ,POVERTY - Published
- 2022
31. What Children Need
- Author
-
Jane Waldfogel and Jane Waldfogel
- Published
- 2009
32. Early Impacts of Room to Grow: A Multifaceted Intervention Supporting Parents and Children Age Zero to Three
- Author
-
Christopher Wimer, Jeanne Brooks-Gunn, Jane Waldfogel, and Maria Marti
- Subjects
Sociology and Political Science ,Poverty ,Design evaluation ,Social work ,05 social sciences ,Psychological intervention ,050301 education ,Article ,Education ,Developmental psychology ,law.invention ,Early results ,Randomized controlled trial ,law ,Intervention (counseling) ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Parenting programs ,Psychology ,0503 education ,050104 developmental & child psychology - Abstract
Children experiencing poverty or low incomes fare worse than their more advantaged peers on a host of developmental and educational outcomes. Interventions have focused on strengthening parenting in families with young children, when supports appear to be most critical. But most parenting programs for low-income families fail to address parents' economic needs, which almost always take precedence relative to broader educational or developmental goals. In this article, we describe the early results of a multifaceted intervention aimed at supporting parents, infants, and toddlers in the first three years of life. The Room to Grow program provides parents, primarily mothers, with support from a clinical social worker, connections to community referrals, and up to $10,000 in material support for the baby in the form of in-kind assistance such as clothes, books, toys, strollers, and other necessities. The current study examines proximal outcomes of the intervention after one year using a randomized controlled trial evaluation design. The study finds that early impacts on proximal outcomes are uniformly positive, especially with regards to the presence of books and developmental goods in the home, developmentally-oriented parenting outcomes, and reduced stress and aggravation in the domain of parenting.
- Published
- 2021
33. The Impact of Paid Family Leave on Employers: Evidence from New York
- Author
-
Christopher J. Ruhm, Jane Waldfogel, Ann P. Bartel, Maya Rossin-Slater, and Meredith Slopen
- Subjects
Demographic economics ,Business ,Family Leave - Abstract
We designed and fielded a survey of New York and Pennsylvania firms to study the impacts of New York's 2018 Paid Family Leave policy on employer outcomes. We match each NY firm to a comparable PA firm and use difference-in-difference models to analyze within-match-pair changes in outcomes. We find that PFL leads to an improvement in employers' rating of their ease of handling long employee absences, concentrated in the first policy year and among firms with 50-99 employees. We also find an increase in employee leave-taking in the second policy year, driven by smaller firms.
- Published
- 2021
34. Socioeconomic status gaps in child cognitive development in Germany and the United States
- Author
-
Tobias Linberg, Yi Wang, Thorsten Schneider, and Jane Waldfogel
- Subjects
Gerontology ,Sociology and Political Science ,Cognitive development ,Psychology ,Socioeconomic status ,Education - Published
- 2019
35. Disparities in kindergarteners’ executive functions at kindergarten entry: Relations with parenting and child care
- Author
-
Anne Conway, Yi Wang, and Jane Waldfogel
- Subjects
Longitudinal study ,Child care ,Sociology and Political Science ,Working memory ,media_common.quotation_subject ,education ,05 social sciences ,050301 education ,Executive functions ,Education ,Developmental psychology ,Test (assessment) ,Parental education ,Reading (process) ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Early childhood ,Psychology ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
A growing body of research has begun to examine disparities in children’s early executive functions (EF), but few studies have examined disparities in EF based on parent education and whether parental beliefs regarding education and types of parental investments in early learning help explain them. The purpose of this study was to examine disparities in EF based on parental education at kindergarten entry and test whether parental beliefs and investments help explain these gaps. Using nationally representative data from the US Early Childhood Longitudinal Study (Kindergarten 2011) (n = 12,650), we found pronounced disparities in children’s EF at kindergarten entry, particularly for working memory. We also found that parent beliefs and investments were differentially associated with EF and that parental investments – frequent parent and child reading, a large number of books in the home, and enrollment in private center-based care – helped account for gaps in working memory.
- Published
- 2019
36. Social Policy Research in Social Work in the Twenty-First Century: The State of Scholarship and the Profession; What Is Promising, and What Needs to Be Done
- Author
-
Irwin Garfinkel, Heidi Allen, and Jane Waldfogel
- Subjects
Sociology and Political Science ,Social work ,media_common.quotation_subject ,05 social sciences ,Twenty-First Century ,050109 social psychology ,Public administration ,Scholarship ,State (polity) ,Political science ,0501 psychology and cognitive sciences ,Welfare ,Health policy ,050104 developmental & child psychology ,media_common ,Social policy - Abstract
This article examines the state of social work scholarship in contemporary social policy using three illustrative domains: antipoverty policy, child welfare policy, and health policy. We ar...
- Published
- 2018
37. Paid maternal leave is associated with better language and socioemotional outcomes during toddlerhood
- Author
-
Karina Kozak, William P. Fifier, Amy J. Elliott, Jyoti Angal, Natalie H. Brito, Ashley Greaves, and Jane Waldfogel
- Subjects
Male ,Emotions ,MEDLINE ,Language Development ,050105 experimental psychology ,Article ,Developmental psychology ,Child Development ,Surveys and Questionnaires ,Developmental and Educational Psychology ,National Policy ,Humans ,0501 psychology and cognitive sciences ,Toddler ,Socioeconomic status ,Family Characteristics ,Socioemotional selectivity theory ,Salaries and Fringe Benefits ,05 social sciences ,Infant ,Cognition ,Educational attainment ,United States ,Family Leave ,Checklist ,Parental Leave ,Child, Preschool ,Pediatrics, Perinatology and Child Health ,Female ,Psychology ,050104 developmental & child psychology ,Women, Working - Abstract
The United States is the only high-income country that does not have a national policy mandating paid leave to working women who give birth. Increased rates of maternal employment post-birth call for greater understanding of the effects of family leave on infant development. This study examined the links between paid leave and toddler language, cognitive, and socio-emotional outcomes (24-36 months; N = 446). Results indicate that paid leave was associated with better language outcomes, regardless of socioeconomic status. Additionally, paid leave was correlated with fewer infant behavior problems, specifically for mothers on the lower end of the SES spectrum. Expanding access to policies that support families in need, like paid family leave, may aid in reducing socioeconomic disparities in infant development.
- Published
- 2021
38. Maternal education gradients in early life height: A comparative study of eight Latin American countries
- Author
-
Kasim Allel, Alejandra Abufhele, Jane Waldfogel, and Marigen Narea
- Subjects
Maternal education ,Geography ,Latin Americans ,Early life ,Demography - Abstract
Background More than 20% of the children around the world were stunted in 2018. The situation is not any better in Latin American countries, even though stunting prevalence has been declining since 2000. Stunting has adverse consequences on children: severe short- and long-term health and functional effects, poor cognition and educational performance, low adult wages, and productivity loss. Methods This study compares maternal education gradients in height-for-age z-scores (HAZs) and stunting prevalence in children between two and four years of age from eight different Latin American countries: Chile, Uruguay, Costa Rica, Paraguay, Mexico, El Salvador, Nicaragua, and Peru. Results Results show that the prevalence of stunting varies widely across Latin American countries. Having a mother with tertiary education increases HAZs in every country (except Paraguay), compared to having a mother with primary education or less. In some countries, there is also a difference in HAZs associated with secondary versus primary maternal education. With regard to stunting, maternal education is a crucial determinant to decrease the odds of being stunted in early years in countries with the highest stunting prevalence (≈ 20%); however, this is not the case for countries where the prevalence is low (
- Published
- 2021
39. The Impact of Paid Family Leave on Employers: Evidence from New York
- Author
-
Ann Bartel, Maya Rossin-Slater, Christopher Ruhm, Meredith Slopen, and Jane Waldfogel
- Subjects
Sociology and Political Science ,General Social Sciences ,Development - Published
- 2021
40. California's Paid Family Leave Law and the Employment of 45-64 Year Old Adults
- Author
-
Soohyun Kim, Ann P. Bartel, Christopher J. Ruhm, and Jane Waldfogel
- Published
- 2021
41. Socioeconomic Status Gradients in Young Children's Well-Being at School
- Author
-
Jane Waldfogel and Lisbeth Loft
- Subjects
Male ,Denmark ,education ,Context (language use) ,Total population ,050105 experimental psychology ,Education ,Developmental psychology ,Danish ,Surveys and Questionnaires ,Developmental and Educational Psychology ,Humans ,0501 psychology and cognitive sciences ,10. No inequality ,Child ,Socioeconomic status ,Schools ,Family characteristics ,05 social sciences ,Child Health ,Regression analysis ,Health Status Disparities ,language.human_language ,Educational attainment ,Mental Health ,Social Class ,Pediatrics, Perinatology and Child Health ,Well-being ,language ,Female ,Psychology ,050104 developmental & child psychology - Abstract
This study examines the socioeconomic status gradients in children's well‐being at school using data on the total population of Danish public school children age 6–11 (N = 147,994). Children completed the national well‐being at school survey, an environment‐specific self‐report of satisfaction with school, social well‐being at school, and psychological well‐being at school. Data were linked with administrative register data on family characteristics. Regression analysis was used to estimate gradients by parental education and income for each of the three dimensions of well‐being at school. Findings indicated that even in the relatively equal Danish context, children from more educated and higher‐income families experienced greater satisfaction with school and higher social and psychological well‐being at school than their less advantaged peers. [ABSTRACT FROM AUTHOR]
- Published
- 2020
42. Elder care and the role of paid leave policy
- Author
-
Soohyun Kim and Jane Waldfogel
- Subjects
Nursing ,Elder care ,Psychology - Published
- 2020
43. Reducing Poverty among Children: Evidence from State Policy Simulations☆
- Author
-
Christopher Wimer, Laura B. Nolan, Jessica Pac, Jane Waldfogel, JaeHyun Nam, Irwin Garfinkel, and Neeraj Kaushal
- Subjects
Sociology and Political Science ,Poverty ,media_common.quotation_subject ,05 social sciences ,050301 education ,SNAP ,Child poverty ,Supplemental Nutrition Assistance Program ,CTC ,Article ,EITC ,Education ,State (polity) ,Tax credit ,Income tax ,State policy ,Developmental and Educational Psychology ,Economics ,TANF ,0501 psychology and cognitive sciences ,Demographic economics ,0503 education ,050104 developmental & child psychology ,media_common - Abstract
Highlights • State social policy benefits vary across states in terms of generosity and inclusiveness. • Adopting the most generous state EITC policy would reduce child poverty by up to 1.2 percentage points. • If all states were as generous as the most generous state in each of four policies – EITC, CTC, SNAP and TANF – child poverty would fall by 2.5 percentage points. • A 2.5 percentage point decline in child poverty is equivalent to nearly 5.5M children., State approaches to reducing child poverty vary considerably. We exploit this state-level variation to estimate what could be achieved in terms of child poverty if all states adopted the most generous or inclusive states’ policies. Specifically, we simulate the child poverty reductions that would occur if every state were as generous or inclusive as the most generous or inclusive state in four key policies: Supplemental Nutrition Assistance Program (SNAP), state Earned Income Tax Credits (EITC), Temporary Assistance for Needy Families (TANF), and state Child Tax Credits (CTC). We find that adopting the most generous or inclusive state EITC policy would have the largest impact on child poverty, reducing it by 1.2 percentage points, followed by SNAP, TANF, and lastly state CTC. If all states were as generous or inclusive as the most generous or inclusive state in all four policies, the child poverty rate would decrease by 2.5 percentage points, and five and a half million children would be lifted out of poverty.
- Published
- 2020
44. Fathers' Paternity Leave-Taking and Children's Perceptions of Father-Child Relationships in the United States
- Author
-
Richard J. Petts, Chris Knoester, and Jane Waldfogel
- Subjects
Relationship satisfaction ,Social Psychology ,media_common.quotation_subject ,05 social sciences ,Family policy ,Closeness ,050109 social psychology ,Fragile Families and Child Wellbeing Study ,Article ,Developmental psychology ,Gender Studies ,SOCIOECONOMICALLY DISADVANTAGED ,Perception ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Parental leave ,Quality (business) ,Psychology ,050104 developmental & child psychology ,media_common - Abstract
Paternity leave-taking is believed to benefit children by encouraging father-child bonding after a birth and enabling commitments to fathers' engagement. Yet, no known U.S. studies have directly focused on the associations between paternity leave-taking and children's reports of father-child relationships. Understanding the potential consequences of paternity leave-taking in the United States is particularly important given the lack of a national paid parental leave policy. The present study uses five waves of data on 1,319 families, largely socioeconomically disadvantaged, from the Fragile Families and Child Wellbeing Study to analyze the associations between paternity leave-taking and 9-year-old children's reports of their father-child relationships. We also assess the extent to which these associations are mediated by fathers' engagement, co-parenting quality, parental relationship satisfaction, and fathers' identities. Results indicate that leave-taking, and particularly 2 weeks or more of leave, is positively associated with children's perceptions of fathers' involvement, father-child closeness, and father-child communication. The associations are explained, at least in part, by fathers' engagement, parental relationship satisfaction, and father identities. Overall, results highlight the linked lives of fathers and their children, and they suggest that increased attention on improving opportunities for parental leave in the United States may help to strengthen families by nurturing higher quality father-child relationships.
- Published
- 2020
45. Parent education and income gradients in children's executive functions at kindergarten entry
- Author
-
Anne Conway, Jane Waldfogel, and Yi Wang
- Subjects
Longitudinal study ,Sociology and Political Science ,Population level ,Working memory ,05 social sciences ,Parent education ,Cognitive flexibility ,Executive functions ,050105 experimental psychology ,Education ,Developmental psychology ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Early childhood ,Psychology ,Socioeconomic status ,050104 developmental & child psychology - Abstract
A growing body of research has demonstrated associations between socioeconomic status (SES) and children's early executive function (EF). Yet, although theory and research underscore that distinct components of SES, such as parent education and income, make unique contributions to children's outcomes, few studies have examined these in relation to EF abilities on a population level. To address this gap, we examined a large sample (N = 13, 000) of children from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011), a nationally-representative study of children entering kindergarten in the United States. Findings showed parent education and income gradients in cognitive flexibility and working memory at kindergarten entry after controlling for numerous child and family demographics. Notably, gaps were largest for parent education. These findings suggest that greater attention is needed to address parent education, in addition to income, disparities in executive function during early childhood.
- Published
- 2018
46. Parent–child attachment as a mechanism of intergenerational (dis)advantage
- Author
-
Jane Waldfogel, Elizabeth Washbrook, and Sophie Moullin
- Subjects
Parenting ,Sociology and Political Science ,Mechanism (biology) ,05 social sciences ,Socio-emotional ,Attachment ,Human factors and ergonomics ,Poison control ,Intergenerational transmission ,050109 social psychology ,Suicide prevention ,Occupational safety and health ,Developmental psychology ,Injury prevention ,Non cognitive ,Early childhood ,0501 psychology and cognitive sciences ,Non-cognitive ,Psychology ,050104 developmental & child psychology - Abstract
A growing literature connects childhood socio-emotional skills to adult socio-economic outcomes. But what explains differing levels of socio-emotional skills? Current theories consider parental investment and socialisation, but neglect the emotional and relational aspects of parenting. Attachment theory offers a model of the micro-level mechanisms that connect parenting processes and socio-emotional development intergenerationally. It has, however, tended to de-emphasise macro, contextual socio-economic factors. Through an extensive, integrative review of the empirical literature on the effects and antecedents of parent–child attachment, we argue that attachment is a mechanism through which socio-emotional – and socio-economic – (dis)advantages persist.
- Published
- 2018
47. Effects of Financial Incentives on Saving Outcomes and Material Well-Being: Evidence From a Randomized Controlled Trial in Uganda
- Author
-
Irwin Garfinkel, Jane Waldfogel, Fred M. Ssewamala, Laura Gauer Bermudez, Torsten B. Neilands, Jing You, Julia Shu-Huah Wang, and Jeannie Brooks-Gunn
- Subjects
Financial inclusion ,Consumption (economics) ,Public Administration ,Sociology and Political Science ,media_common.quotation_subject ,05 social sciences ,General Business, Management and Accounting ,law.invention ,Intervention (law) ,Incentive ,Promotion (rank) ,Randomized controlled trial ,law ,0502 economics and business ,Well-being ,0501 psychology and cognitive sciences ,Demographic economics ,Business ,050207 economics ,Basic needs ,health care economics and organizations ,050104 developmental & child psychology ,media_common - Abstract
The use of savings products to promote financial inclusion has increasingly become a policy priority across sub-Saharan Africa, yet little is known about how families respond to varying levels of savings incentives and whether the promotion of incentivized savings in low-resource settings may encourage households to restrict expenditures on basic needs. Using data from a randomized controlled trial in Uganda, we examine: 1) whether low-income households enrolled in an economic-empowerment intervention consisting of matched savings, workshops, and mentorship reduced spending on basic needs and 2) how varied levels of matching contributions affected household savings and consumption behavior. We compared primary school-attending AIDS-affected children (N = 1,383) randomized to a control condition with two intervention arms with differing savings-match incentives: 1:1 (Bridges) and 1:2 (Bridges PLUS). We found that: 1) 24 months post-intervention initiation, children in Bridges and Bridges PLUS were more likely to have accumulated savings than children in the control condition; 2) higher match incentives (Bridges PLUS) led to higher deposit frequency but not higher savings in the bank; 3) intervention participation did not result in material hardship; and 4) in both intervention arms, participating families were more likely to start a family business and diversify their assets.
- Published
- 2018
48. Preschool attendance and school readiness for children of immigrant mothers in the United States
- Author
-
Jeanne Brooks-Gunn, Jane Waldfogel, Rae Hyuck Lee, and Wen Jui Han
- Subjects
Early childhood education ,School readiness ,Low income ,Health (social science) ,media_common.quotation_subject ,education ,05 social sciences ,Immigration ,Attendance ,050301 education ,Regression analysis ,Education ,Developmental psychology ,Head start ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Reading skills ,050104 developmental & child psychology ,media_common - Abstract
We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.
- Published
- 2018
49. A Universal Child Allowance: A Plan to Reduce Poverty and Income Instability Among Children in the United States
- Author
-
Irwin Garfinkel, Greg J. Duncan, Kathryn Edin, Hirokazu Yoshikawa, Jane Waldfogel, Timothy M. Smeeding, Christopher Wimer, Sophie Collyer, David Harris, and H. Luke Shaefer
- Subjects
media_common.quotation_subject ,Allowance (money) ,No Poverty ,Basic Behavioral and Social Science ,child poverty ,Article ,lcsh:Social Sciences ,03 medical and health sciences ,child tax credit ,0302 clinical medicine ,Decent Work and Economic Growth ,030225 pediatrics ,0502 economics and business ,Behavioral and Social Science ,Economics ,Child poverty ,lcsh:Social sciences (General) ,050207 economics ,health care economics and organizations ,media_common ,Pediatric ,Extreme poverty ,Poverty ,05 social sciences ,Tax exemption ,Payment ,Economies of scale ,lcsh:H ,income instability ,lcsh:H1-99 ,Demographic economics ,social welfare policy ,Child tax credit ,Social Sciences (miscellaneous) - Abstract
To reduce child poverty and income instability, and eliminate extreme poverty among families with children in the United States, we propose converting the Child Tax Credit and child tax exemption into a universal, monthly child allowance. Our proposal is based on principles we argue should undergird the design of such policies: universality, accessibility, adequate payment levels, and more generous support for young children. Whether benefits should decline with additional children to reflect economies of scale is a question policymakers should consider. Analyzing 2015 Current Population Survey data, we estimate our proposed child allowance would reduce child poverty by about 40 percent, deep child poverty by nearly half, and would effectively eliminate extreme child poverty. Annual net cost estimates range from $66 billion to $105 billion.
- Published
- 2018
50. Paid Family Leave, Fathers’ Leave-Taking, and Leave-Sharing in Dual-Earner Households
- Author
-
Jenna Stearns, Ann P. Bartel, Christopher J. Ruhm, Jane Waldfogel, and Maya Rossin-Slater
- Subjects
Public Administration ,Sociology and Political Science ,0502 economics and business ,05 social sciences ,050602 political science & public administration ,Demographic economics ,Parental leave ,050207 economics ,Psychology ,General Business, Management and Accounting ,0506 political science ,Family Leave ,Dual (category theory) - Abstract
Using difference-in-difference and difference-in-difference-in-difference designs, we study California's Paid Family Leave (CA-PFL) program, the first source of government-provided paid parental leave available to fathers in the Unites States. Relative to the pre-treatment mean, fathers of infants in California are 46 percent more likely to be on leave when CA-PFL is available. In households where both parents work, we find suggestive evidence that CA-PFL increases both father-only leave-taking (i.e., father on leave while mother is at work) and joint leave-taking (i.e., both parents on leave at the same time). Effects are larger for fathers of first-born children than for fathers of later-born children.
- Published
- 2017
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