Long-Term Associations Between Early Child Care and Education, And Educational and Economic Outcomes in Adulthood

• In Event: Long-Term Outcomes of Early Supporting Environments and Subsequent Developmental Contexts

Abstract

Importance: Correlational studies suggested that early child care services with population-wide availability can potentially be effective tools for improving developmental trajectories. However, the association of child care attendance with outcomes beyond adolescence has been documented in few studies. In addition, few studies have examined whether starting child care at an earlier or later age is more beneficial, and none have included follow-up into adulthood. Timing studies have yielded mixed results, some reporting earlier, and others later onset as related to positive outcomes. The question of optimal timing for starting child care has important implications for child development, mothers in the workforce, duration of parental leave, and public investment in these and other child-related services.

Objective:
In the present study, we examined the associations between attendance at child care prior to school entry, high school graduation (official records by age 22-23 years), and employment earnings from ages 18 to 35 years (from government tax returns), two independent government administrative databases for long-term 30-year follow-up. We specifically tested for differential associations between earlier versus later age of onset of child care services and adult academic and economic outcomes, including sex differences.

Methods: A 30-year prospective cohort follow-up study of 3020 children (1420 girls, 1600 boys) born in Quebec, Canada in the 1980s, with linkage to government administrative databases. Exposure included formal child care, if any, by accredited caregivers in centers or residential settings, at ages 6 months, 1, 1.5, 2, 3, and 4 years (parent-reported). Propensity score weighting analysis were conducted to control for social selection bias.

Results: Of 2905 participants with data on formal child care, 59.4% of males and 78.5% of females completed high school by age 22-23. Mean income at last follow-up (n=2860) was $47,000 CAD (SD=37,700) and $32,500 (SD=26,800), respectively. Using group-based trajectory modeling, we identified three groups: formal child care onset in infancy (approximately 6 months), as toddlers (after 2.5 years), and never exposed. After propensity score weighting, boys with child care started in infancy had greater odds of graduating than those never exposed (OR 1.39, 95% CI: 1.18-1.63; P < .001). Boys attending child care had reduced odds of low income as young adults (OR 0.60, 95% CI: 0.46-0.84, P < .001; and OR 0.63, 95% CI: 0.45-0.82, P < .001, for infant and toddler onset, respectively). Girls ‘graduation rates and incomes showed no significant association with formal childcare attendance.
Conclusion: This study provides prospective evidence indicating that for boys, regulated child care services initiated in infancy may increase high school completion and prevent poverty in adulthood. Given that failure to complete a high school education carries with it substantial economic costs to individuals and society, our findings suggest that the provision of early child care can be a cost-effective means of increasing social development, economic opportunity, and protection against poverty.

Authors

• Pascale Domond, Sainte-Justine University Hospital Research Center

• Massimiliano Orri, University of Bordeaux

• Yann Algan, SciencesPo

• Leanne C Findlay

• Frank Vitaro, Université de Montréal

• Richard E. Tremblay, University of Montreal

• Sylvana Cote, Université de Montréal
  Presenting Author