What should we do about the employment of women with children in Russia? The role of preschool educational institutions

The paper examines the opportunities and obstacles to increasing the employment of women with children in Russia. There is a tight correlation between Russia’s lagging behind in the share of working women with children under the age of three and a lack of supply of preschool and childcare institutions. Using quantitative analysis of the Russian regions, we show that the expansion of the supply of preschool education services is associated with an increase in the employment of women, and the cost of introducing additional places in preschool organizations is recouped by additional tax revenues from working women with children in two years. Our cross-country analysis shows that the transition from traditional gender and social roles to more equal ones, the reduction of gender inequality, the encouragement of fathers to take parental leave, and the increased availability of part-time or flexible-schedule employment for women with children could further facilitate the employment of women with children. Our estimates show that an increase of preschool enrollment in Russia to the level of European countries would materialize a sizable economic growth potential: an increase in income per capita would be 3.5%.

What should we do about the employment of women with children in Russia? The role of preschool educational institutions

The paper examines the opportunities and obstacles to increasing the employment of women with children in Russia. There is a tight correlation between Russia’s lagging behind in the share of working women with children under the age of three and a lack of supply of preschool and childcare institutions. Using quantitative analysis of the Russian regions, we show that the expansion of the supply of preschool education services is associated with an increase in the employment of women, and the cost of introducing additional places in preschool organizations is recouped by additional tax revenues from working women with children in two years. Our cross-country analysis shows that the transition from traditional gender and social roles to more equal ones, the reduction of gender inequality, the encouragement of fathers to take parental leave, and the increased availability of part-time or flexible-schedule employment for women with children could further facilitate the employment of women with children. Our estimates show that an increase of preschool enrollment in Russia to the level of European countries would materialize a sizable economic growth potential: an increase in income per capita would be 3.5%.

Social Communication Predictors of Successful Inclusion Experiences for Students With Autism in an Early Childhood Lab School

Purpose This study examined predictors of preschool enrollment and attendance in an inclusive, university-based lab preschool (Preschool Education Lab [PEL]) serving children with and without autism spectrum disorder (ASD). Method PEL operates as a full-day, state-licensed preschool and consists of three classrooms serving 2-, 3-, and 4-year-olds (class sizes of 12, 16, and 18 children, respectively). Between July 2018 and October 2019, parents of 84 children with a prior diagnosis of ASD or parental concerns about ASD contacted PEL to seek enrollment. Parents completed several eligibility surveys, including a demographic survey and the MacArthur-Bates Communicative Development Inventories (MB-CDI). The process for determining eligibility and enrollment consisted of four steps: Step 1, review of eligibility surveys to select children for an in-person eligibility observation (EO); Step 2, completion of an in-person EO to determine program eligibility; Step 3, enrollment of eligible and interested families; and Step 4, sustained PEL attendance. Results We used logistic regression analyses to identify child or demographic characteristics that predict decisions at each step. Results show that parent-reported early gestures (MB-CDI) were the strongest predictor of PEL's decision to invite children for an EO (Step 1). Furthermore, higher parent-reported language skills (MB-CDI, Words Produced) and a younger chronological age were the strongest predictors of PEL's decision to invite families to enroll (Step 2). Whether eligible families chose to enroll (Step 3) and whether enrolled families chose to remain enrolled (Step 4) were best explained by practical family considerations such as tuition expenses, daily commute, and alternative programming options. Conclusion This research paints a complex picture of forces that influence placement decisions for children with ASD who seek enrollment in an inclusive early childhood education program. A better understanding of these forces is necessary to evaluate outcomes and increase access to inclusive preschool options for children with ASD.

States as Sites of Educational (In)Equality: State Contexts and the Socioeconomic Achievement Gradient

Socioeconomic achievement gaps have long been a central focus of educational research. However, not much is known about how (and why) between-district gaps vary among states, even though states are a primary organizational level in the decentralized education system in the United States. Using data from the Stanford Education Data Archive (SEDA), this study describes state-level socioeconomic achievement gradients and the growth of these gradients from Grades 3 to 8. We also examine state-level correlates of the gradients and their growth, including school system funding equity, preschool enrollment patterns, the distribution of teachers, income inequality, and segregation. We find that socioeconomic gradients and their growth rates vary considerably among states, and that between-district income segregation is positively associated with the socioeconomic achievement gradient.