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Essays in Economics of Child Development
Essays in Economics of Child Development
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103158
- ISBN
- 9798280756991
- DDC
- 300.72
- 서명/저자
- Essays in Economics of Child Development
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 130 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: B.
- 주기사항
- Advisor: Todd, Petra E.
- 학위논문주기
- Thesis (Ph.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약This dissertation consists of two chapters and examines how the family and place of residence in which a child is raised are crucial to their human capital formation.The first chapter investigates how family-school-neighborhood combinations influence human capital accumulation, measured by test score gains. I propose a framework that accounts for family sorting into neighborhoods and schools, as well as potential nonlinear interactions among the three factors. I estimate the model using matched family-school-neighborhood data from North Carolina and decompose the distribution of test score gains into match-specific sources. The institutional setting, where multiple residential areas are assigned to the same school and multiple schools serve the same area, allows me to disentangle neighborhood effects from school value-added. The empirical findings highlight the crucial role of the family and reveal significant positive complementarities in environments where peers achieve relatively high test score gains, particularly benefiting children at the lower end of the test score distribution.The second chapter studies the impact of family disruption on children's test scores by exploiting variations in family composition. To address parents' selection into disruption, I use a dynamic within-child difference-in-differences approach, comparing longitudinal test scores of children who experience family disruption to those of children whose families have not yet separated. I find that, on average, family disruption leads to moderate but significant declines in test scores. However, residential relocation emerges as a key mechanism in this context. In the United States, more than one-third of children whose families separate are required to move, and my findings indicate that it is the act of relocating -- rather than family disruption itself -- that primarily drives the observed test score gap between children who experience disruption and those who do not.
- 일반주제명
- Developmental psychology
- 키워드
- North Carolina
- 기타저자
- University of Pennsylvania Economics
- 기본자료저록
- Dissertations Abstracts International. 86-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260202103158
■006m o d
■007cr#unu||||||||
■020 ▼a9798280756991
■035 ▼a(MiAaPQ)AAI31998219
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a300.72
■1001 ▼aDisch, Lucienne N. Y.
■24510▼aEssays in Economics of Child Development
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a130 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: B.
■500 ▼aAdvisor: Todd, Petra E.
■5021 ▼aThesis (Ph.D.)--University of Pennsylvania, 2025.
■520 ▼aThis dissertation consists of two chapters and examines how the family and place of residence in which a child is raised are crucial to their human capital formation.The first chapter investigates how family-school-neighborhood combinations influence human capital accumulation, measured by test score gains. I propose a framework that accounts for family sorting into neighborhoods and schools, as well as potential nonlinear interactions among the three factors. I estimate the model using matched family-school-neighborhood data from North Carolina and decompose the distribution of test score gains into match-specific sources. The institutional setting, where multiple residential areas are assigned to the same school and multiple schools serve the same area, allows me to disentangle neighborhood effects from school value-added. The empirical findings highlight the crucial role of the family and reveal significant positive complementarities in environments where peers achieve relatively high test score gains, particularly benefiting children at the lower end of the test score distribution.The second chapter studies the impact of family disruption on children's test scores by exploiting variations in family composition. To address parents' selection into disruption, I use a dynamic within-child difference-in-differences approach, comparing longitudinal test scores of children who experience family disruption to those of children whose families have not yet separated. I find that, on average, family disruption leads to moderate but significant declines in test scores. However, residential relocation emerges as a key mechanism in this context. In the United States, more than one-third of children whose families separate are required to move, and my findings indicate that it is the act of relocating -- rather than family disruption itself -- that primarily drives the observed test score gap between children who experience disruption and those who do not.
■590 ▼aSchool code: 0175.
■650 4▼aIndividual & family studies
■650 4▼aDevelopmental psychology
■653 ▼aHuman capital accumulation
■653 ▼aNorth Carolina
■653 ▼aFamily-school-neighborhood
■653 ▼aFamily composition
■690 ▼a0501
■690 ▼a0620
■690 ▼a0511
■690 ▼a0628
■71020▼aUniversity of Pennsylvania▼bEconomics.
■7730 ▼tDissertations Abstracts International▼g86-12B.
■790 ▼a0175
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357263▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
