The authors would like to thank Irv Garfinkel, Wen-Jui Han, Gary Natriello, Deborah Phillips, Rebecca Ryan, Elizabeth Votruba-Drzal, Jane Waldfogel, and four anonymous reviewers for their helpful comments on earlier versions of this article. This research was supported by Grant. 90YE0111 to the first author from the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, and Grant. F32 HD068083 to the first author from the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH). However, the contents and any errors are solely the responsibility of the authors and do not represent the official views of, or endorsement by, the funding agencies.
Child-Care Subsidies and School Readiness in Kindergarten
Article first published online: 5 MAR 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 84, Issue 5, pages 1806–1822, September/October 2013
How to Cite
Johnson, A. D., Martin, A. and Brooks-Gunn, J. (2013), Child-Care Subsidies and School Readiness in Kindergarten. Child Development, 84: 1806–1822. doi: 10.1111/cdev.12073
- Issue published online: 3 SEP 2013
- Article first published online: 5 MAR 2013
- Office of Planning, Research, and Evaluation
- Administration for Children and Families
- U.S. Department of Health and Human Services. Grant Number: F32 HD068083
- National Institute of Child Health and Human Development
- National Institutes of Health
The federal child-care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study–Birth Cohort, this study examines associations, among subsidy-eligible families, between child-care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n ≈ 1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness.