支付率和补贴托儿所的稳定性:来自明尼苏达州儿童保育援助计划的证据

IF 3.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jonathan Borowsky, Elizabeth E. Davis
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引用次数: 0

摘要

参与的不稳定性已被公认为是各州托儿补贴计划面临的一个主要挑战,并可能会损害这些计划对其旨在支持的儿童和家庭所带来的益处。支付率--州补贴计划在一定时期内为托儿所支付的最高金额--直接决定了哪些托儿所是接受补贴的消费者可以负担得起的,以及他们可以负担得起的托儿所时间安排。支付率还会影响托儿机构的可用资源及其接受补贴的积极性。本研究探讨了支付率的提高对参与儿童保育补贴的稳定性和补贴保育安排的稳定性的影响。我们利用每月的儿童和托儿机构管理数据以及准实验设计,研究了明尼苏达州托儿援助计划支付标准的重大更新所带来的影响。我们根据该州确定县级费率的方法,实施了回归不连续设计。我们发现有力的证据表明,较高的补贴支付率会导致更稳定的补贴参与和保育安排。因此,由州确定的支付率是影响医疗服务可及性的重要政策杠杆。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Payment rates and the stability of subsidized child care: Evidence from Minnesota's child care assistance program
Participation instability has been recognized as a major challenge in state child care subsidy programs and may undermine the benefits of these programs to the children and families they are intended to support. Payment rates – the maximum amounts that state subsidy programs will pay for child care in a given period – directly determine which providers are affordable to subsidized consumers and what schedules of care they can afford. Payment rates also affect the resources available to providers and their incentive to accept subsidies. This study examines the effect of payment rate increases on the stability of participation in child care subsidies and the stability of subsidized care arrangements. We study the impact of a major update to payment rates for the Minnesota Child Care Assistance Program, using monthly child- and provider-level administrative data and a quasi-experimental design. We implement a regression discontinuity design built on the state's method of setting county rates. We find strong evidence that higher subsidy payment rates lead to more stable subsidy participation and care arrangements. Thus, state-determined payment rates are a critical policy lever that affects access to care.
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来源期刊
CiteScore
7.00
自引率
8.10%
发文量
109
期刊介绍: For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.
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