The foundations for successful child development are established in early childhood. Two main policy approaches for strengthening these foundations have been subsidized preschool programs and programs targeting the home environment. Our chapter reviews a large body of empirical work...

A key policy question in evaluating social programs to address childhood poverty is how families receiving unconditional financial support would spend those funds. Economists have limited empirical evidence on this topic in the U.S. We provide causal estimates of financial and time investments...

Although non-experimental studies find robust neighborhood effects on adults, such findings have been challenged by results from the Moving to Opportunity (MTO) residential mobility experiment. Using a within-study comparison design, this paper compares experimental and non-experimental...

Developmental differences between children growing up in poverty and their higher-income peers are frequently reported. However, the extent to which such differences are caused by differences in family income is unclear. To study the causal role of income on children's development, the Baby's...

Household time and money allocations in response to income support programs vary across diverse family circumstances and preferences, yet such heterogeneous responses are not well understood. Using data from a large-scale, multisite, U.S.-based randomized controlled study, we examine...

College-educated mothers spend substantially more time in intensive childcare than less educated mothers despite their higher opportunity cost of time and working more hours. Using data from the 2010-2013 and 2021 waves of the Well-being Module of the American Time Use Survey, we investigate...

Programs that engage young children in movement and song to help them learn are popular but experimental evidence on their impact is sparse. We use an RCT to evaluate the effectiveness of Big Word Club (BWC), a classroom program that uses music and dance videos for 3-5 minutes per day to...

There is growing concern that it is too difficult or costly to substantially improve the academic skills of children who are behind in school once they reach adolescence. But perhaps what we have tried in the past relies on the wrong interventions, failing to account for challenges like the...

Parent engagement with their children plays an important role in children's eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their...

There is growing concern that improving the academic skills of disadvantaged youth is too difficult and costly, so policymakers should instead focus either on vocationally oriented instruction for teens or else on early childhood education. Yet this conclusion may be premature given that so few...