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Allocation of Time to Preschool Children and Educational Opportunity

C. Russell Hill and Frank P. Stafford
The Journal of Human Resources
Vol. 9, No. 3 (Summer, 1974), pp. 323-341
DOI: 10.2307/144690
Stable URL: http://www.jstor.org/stable/144690
Page Count: 19
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Allocation of Time to Preschool Children and Educational Opportunity
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Abstract

Using a unique data source on family time use both in and outside the home, we obtained estimates of parental time allocated to preschool children for several socioeconomic status groups. We find that while high status mothers have a relatively high potential wage, they spend from two to three times as much time in preschool child care as do low status mothers. To the extent that this class differential in time investments to preschool children influences cognitive achievement, our results indicate again that equal educational programs across different school systems need not imply equal educational opportunity.

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