Early child outcomes and parental resources in Australia, Canada, the UK and the US

Abstract

How does the association between parental resources and early child outcomes differ across the US, UK, Canada and Australia? Are these patterns associated with the different policy and economic environments in the four countries? This paper addresses these issues using survey data on the cognitive and non-cognitive outcomes of children aged 4 to 5. Though there is much communality in the cultural, economic and social welfare systems of these four countries, there are some important differences. In particular, the US relies more heavily than the other countries on the private market for early childhood care, education and health care. This paper uses data from the Early Childhood Longitudinal Study - Birth Cohort in the US, the Millennium Cohort Study in the UK, the National Longitudinal Survey of Canadian Youth and the Longitudinal Study of Australian Children. Parental resources are measured using parental education and income. Child outcomes are measured using a number of cognitive and non-cognitive outcome indicators. Cognitive measures include the Peabody Picture Vocabulary Test (PPVT), the Who Am I school readiness score and similar measures. Non-cognitive measures include the Strengths and Difficulties Questionnaire, and descriptive behaviour items.