TY - JOUR
T1 - The demand for teacher characteristics in the market for child care
T2 - Evidence from a field experiment
AU - Boyd-Swan, Casey
AU - Herbst, Chris
N1 - Funding Information:
The authors contributed equally to this project and are considered co-lead authors. We thank Lauren Cater, Stephanie Hackett, Lindsey Hench, Leigh Jensen, Zoram Kaul, Elizabeth Kuttner, and Sweta Sen for outstanding research assistance. We also thank seminar participants at Kent State University, University of Virginia, and the Population Association of America as well as Mark Cassell, Ashley Nickels, Joanna Lucio, Erdal Tekin, Dan Silverman, and Spiro Maroulis for helpful conversations and feedback. This research is supported by the College of Public Service and Community Solutions at ASU and by the Smith Richardson Foundation (Grant Number 2016-1160). This study was approved by the ASU Institutional Review Board (STUDY00002128) and by the Kent State University Institutional Review Board (16225).
Publisher Copyright:
© 2018 Elsevier B.V.
PY - 2018/3
Y1 - 2018/3
N2 - This paper sheds light on two key issues regarding the demand for teacher characteristics in the market for center-based child care. First, we study the extent to which teacher qualifications—often considered important inputs to classroom quality—are valued by providers during the hiring process. We then examine the impact of state regulations on hiring decisions. To do so, a resume audit study was administered in which job-seeker characteristics were randomly assigned to resumes that were submitted in response to real child care job postings in 14 U.S. cities. Our results indicate that center-based providers may not hire the most qualified applicants. For example, we find that although providers have a strong preference for individuals with previous work experience in early childhood education (ECE), those with more ECE experience are less likely to receive an interview than those with less experience. We also find that individuals with bachelor's degrees in ECE are no more likely to receive an interview than their counterparts at the associate's level. Our analysis of state regulations shows that they strongly influence teacher hiring decisions. We find that providers' advertised job requirements are largely in compliance with the state standards for teachers' experience and education. In addition, providers are substantially more likely to interview job-seekers who meet these requirements. Given that most providers voluntarily exceed the state regulations, a tentative conclusion is that such rules have a limited effect on child care supply and prices.
AB - This paper sheds light on two key issues regarding the demand for teacher characteristics in the market for center-based child care. First, we study the extent to which teacher qualifications—often considered important inputs to classroom quality—are valued by providers during the hiring process. We then examine the impact of state regulations on hiring decisions. To do so, a resume audit study was administered in which job-seeker characteristics were randomly assigned to resumes that were submitted in response to real child care job postings in 14 U.S. cities. Our results indicate that center-based providers may not hire the most qualified applicants. For example, we find that although providers have a strong preference for individuals with previous work experience in early childhood education (ECE), those with more ECE experience are less likely to receive an interview than those with less experience. We also find that individuals with bachelor's degrees in ECE are no more likely to receive an interview than their counterparts at the associate's level. Our analysis of state regulations shows that they strongly influence teacher hiring decisions. We find that providers' advertised job requirements are largely in compliance with the state standards for teachers' experience and education. In addition, providers are substantially more likely to interview job-seekers who meet these requirements. Given that most providers voluntarily exceed the state regulations, a tentative conclusion is that such rules have a limited effect on child care supply and prices.
KW - Child care
KW - Child care labor markets
KW - Child care regulations
KW - Early childhood education
KW - Resume audit study
KW - Teacher hiring practices
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U2 - 10.1016/j.jpubeco.2018.02.006
DO - 10.1016/j.jpubeco.2018.02.006
M3 - Article
AN - SCOPUS:85042802930
SN - 0047-2727
VL - 159
SP - 183
EP - 202
JO - Journal of Public Economics
JF - Journal of Public Economics
ER -