000			03422cam a22003497 4500
001			w22963
003			NBER
005			20211020105043.0
006			m o d
007			cr cnu||||||||
008			210910s2016 mau fo 000 0 eng d
100	1		_aLavy, Victor. _914965
245	1	0	_aEmpowering Mothers and Enhancing Early Childhood Investment: _bEffect on Adults Outcomes and Children Cognitive and Non-Cognitive Skills / _cVictor Lavy, Giulia Lotti, Zizhong Yan.
260			_aCambridge, Mass. _bNational Bureau of Economic Research _c2016.
300			_a1 online resource: _billustrations (black and white);
490	1		_aNBER working paper series _vno. w22963
500			_aDecember 2016.
520	3		_aEmpowering women and enhancing children's early development are two important goals that are often pursued via independent policy initiatives in developing countries. In this paper we study a unique approach that pursues both goals at the same time: empowering mothers through tools that also advance their children's development. A program operated by AVSI, an Italian NGO, in a poor neighborhood of Quito, Ecuador, targets parents of children from birth to age 5. It provides family advisor-guided parent training sessions once every two weeks for groups of six to eight mothers and their children. We find that the program empowered women in various dimensions, including higher labor force participation and employment, higher likelihood of a full-time job in the formal-sector and higher wages. Treated mothers are also more likely to continue their education, make independent decisions regarding their own finances, have greater role in intra-household decisions, especially on issues involving children's education and discipline and increase parental inputs into their children's development. We find that treated children improve their cognitive and non-cognitive skills, for example, they are less likely to repeat a grade or temporarily drop-out from schooling, are less absent from and have improved behaviors in school, have better attitudes towards learning, and achieve higher scores on cognitive tests. Applying a recently suggested factor model of children's relative non-cognitive skills reaffirms our finding of significant gains in children non-cognitive skills. All results hold when we estimate aggregate treatment impacts, use summary indices instead of individual outcomes in order to account for multiple inference, when we use entropy balancing to adjust for differences in pre-treatment covariates, and when we use other robustness checks.
530			_aHardcopy version available to institutional subscribers
538			_aSystem requirements: Adobe [Acrobat] Reader required for PDF files.
538			_aMode of access: World Wide Web.
588	0		_aPrint version record
690		7	_aI25 - Education and Economic Development _2Journal of Economic Literature class.
690		7	_aO15 - Human Resources • Human Development • Income Distribution • Migration _2Journal of Economic Literature class.
700	1		_aLotti, Giulia.
700	1		_aYan, Zizhong.
710	2		_aNational Bureau of Economic Research.
830		0	_aWorking Paper Series (National Bureau of Economic Research) _vno. w22963.
856	4	0	_uhttps://www.nber.org/papers/w22963
856			_yAcceso en línea al DOI _uhttp://dx.doi.org/10.3386/w22963
942			_2ddc _cW-PAPER
999			_c325159 _d283721