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Title: The Effects of Child Support Payments on Developmental Outcomes for Elementary School-Age Children
Resulting in 1 citation.
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Knox, Virginia Williams |
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The Effects of Child Support Payments on Developmental Outcomes for Elementary School-Age Children Journal of Human Resources 31,4 (1996): 817-840. Also: http://www.jstor.org/stable/146148 Cohort(s): Children of the NLSY79, NLSY79 Publisher: University of Wisconsin Press Keyword(s): Armed Forces Qualifications Test (AFQT); Behavior Problems Index (BPI); Child Support; Children, School-Age; Cognitive Ability; Cognitive Development; Educational Attainment; Fathers, Absence; Heterogeneity; Home Observation for Measurement of Environment (HOME); Marital Status; Panel Study of Income Dynamics (PSID); Parents, Single; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) Past research suggests that increasing the incomes of single mothers will bring intergenerational benefits. However, some sources of income may he more beneficial to children than others. This paper evaluates the effects of child support payments from absent fathers on children's achievement test scores and home environments, using three methods to control for heterogeneity among families The results provide evidence that increased child support payments may improve the academic achievement of elementary school-age children even more than income from other sources. While overall family income appears to affect levels of cognitive stimulation available in children's homes, child support dies not have larger effects than other sources of income. These findings suggest that increasing the financial contributions of absent fathers through improved child support enforcement or other interventions may be a particularly beneficial income support strategy for children in single mother families. |
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Bibliography Citation
Knox, Virginia Williams. "The Effects of Child Support Payments on Developmental Outcomes for Elementary School-Age Children." Journal of Human Resources 31,4 (1996): 817-840.
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