title: Child care subsidies and the school readiness of children of immigrants.
abstract: This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ≈ 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant versus native-born parents. Among children of immigrants, subsidized center-based care (vs. subsidized and unsubsidized home-based care) was positively linked with reading. Among children of native-born parents, those in subsidized center care displayed poorer math skills than those in unsubsidized centers, and more externalizing problems than those in unsubsidized home-based care.
authors.affiliation: Georgetown University.
authors.forename: Anna D
authors.initials: AD
authors.lastname: Johnson
authors.forename: Wen-Jui
authors.initials: WJ
authors.lastname: Han
authors.forename: Christopher J
authors.initials: CJ
authors.lastname: Ruhm
authors.forename: Jane
authors.initials: J
authors.lastname: Waldfogel
mesh_terms: D002652:Child Behavior / Q000502:physiology; D002654:Child Care / Q000191:economics*; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D054242:Emigrants and Immigrants / Q000193:education*; D005260:Female; D005380:Financing, Government / Q000191:economics*; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics; D011932:Reading; D012574:Schools; D014481:United States / Q000208:ethnology