Effect of Lengthening the School Day on Mother's Labor Supply

This article examines how a policy oriented toward a specific group within the population can have collateral effects on the economic decisions of other groups. In 1996, the Chilean government approved the extension of the school day from half- to full-day school. This article exploits the quasi-experimental nature of the reform's implementation by time, municipality, and age targeting of the program in order to examine how the maternal labor supply is affected by the childcare subsidy implicit in the lengthening of the school day. Using data from the Chilean socioeconomic household survey and administrative data from the Ministry of Education for 1990-2011, the authors estimate that, on average, there is a 5 percent increase in labor participation and employment rates of single mothers with eligible children (between 8 and 13 years old) with no younger children, who are the group that would be mainly affected by the policy. No significant labor supply responses are detected among others mothers with eligible children.

Bibliographic Details

Main Authors:	Contreras, Dante, Sepulveda, Paulina
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2016-03
Subjects:	JOBS, SCHOOL SYSTEM, EMPLOYMENT, HOUSEHOLD SURVEY, EMPLOYMENT RATE, COLLEGE, WORK FORCE, TEACHERS, REFORM, ILLITERACY, INCOME, SCHOOLING, ENROLLMENT, RURAL WOMEN, GROUPS, AGE GROUP, LEVELS OF EDUCATION, INFORMATION, LABOR FORCE, FEMALE PARTICIPATION, POLITICAL ECONOMY, JOB, EFFECTS, PAPERS, INCENTIVES, LABOR ECONOMICS, EMPLOYMENT RATES, COLLEGES, CARE CENTERS, CRIME, LABOR FORCE PARTICIPATION, PROFESSOR, REVIEW, DAY CARE, OPEN ACCESS, LITERACY, MALE WORKERS, EDUCATION SECTOR, INSTITUTIONS, SOCIAL CONFLICT, LABOR MARKET, MUNICIPAL AUTHORITIES, LABOR SUPPLIES, MATHEMATICS, QUALITY OF EDUCATION, CHILDHOOD EDUCATION, TRAINING, EMPLOYMENT LEVELS, DEVELOPMENT ECONOMICS, PRIMARY ENROLLMENT, SCHOOL CONSTRUCTION, BOYS, ECONOMICS OF EDUCATION, ACADEMIC ACHIEVEMENT, ECONOMIC DECISIONS, PREVIOUS STUDIES, PRODUCTIVITY, JOB MARKET, ORGANIZATIONS, LEARNING OPPORTUNITIES, EDUCATIONAL EQUITY, LEARNING, SCHOOL QUALITY, RESEARCH, LABOR, PRIMARY SCHOOL, EDUCATIONAL SYSTEM, TEACHING, EDUCATION ECONOMICS, CHILD CARE, FEMALE LABOR, PRIMARY SCHOOLS, UNEMPLOYMENT, EQUITY, KINDERGARTENS, ACADEMIC PERFORMANCE, WORKERS, LABOR MARKET CONDITIONS, WAGES, POLICIES, STUDENT, SCHOOLS, PARTICIPATION, VALUE, EDUCATIONAL REFORM, CHILDHOOD, MINISTRY OF EDUCATION, LABOUR MARKET POLICY, REPORTS, AGE GROUPS, LABOUR MARKET, EDUCATIONAL QUALITY, EARLY CHILDHOOD EDUCATION, ECONOMIC FLUCTUATIONS, LITERATURE, EARLY CHILDHOOD, YOUTH, LABOR MARKET OUTCOMES, PRIVATE SECTOR, GRADE LEVELS, YOUNG CHILDREN, ECONOMICS, MANAGEMENT, PARENTS, EDUCATION PROGRAMS, CHILDREN, LABOUR FORCE, EDUCATION, INVESTMENT, RISK, HUMAN RESOURCES, ADVANCED RESEARCH, RURAL AREAS, FEMALE LABOR FORCE, SUPPLY, CHILDREN IN PRESCHOOL, LABOR SUPPLY, LAW, PUBLIC SCHOOLS, GIRLS, UNIVERSITY, STUDENTS, LABOUR FORCE PARTICIPATION, WORKING HOURS, PRIMARY EDUCATION, LABOUR SUPPLY, WOMEN, LABOUR, CLASSROOM, OUTCOMES, CHILDCARE, SCHOOL, EDUCATIONAL LEVEL, STUDENT LEARNING, PRICES, PARTICIPATION RATES, GENDER EQUALITY, RETURNS TO EDUCATION,
Online Access:	http://documents.worldbank.org/curated/en/2016/03/26068214/effect-lengthening-school-day-mothers-labor-supply https://hdl.handle.net/10986/24139
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