Does Distance Determine Who Attends a University in Germany?

We analyze the role of distance from a university in the decision to attend higher education in Germany. Students who live near a university can avoid moving and the increased living expenses by commuting. Thus, transaction cost arguments would suggest that the greater the distance to the nearest university, the lower the participation in higher education. We analyze this hypothesis by combining data from the German Socio-Economic Panel Study (SOEP) with a database from the German Rectors’ Conference on university postal codes. Based on a discrete time hazard rate model we show that distance to the next university at the time of completing high school significantly affects the decision to enrol in tertiary education. Controlling for many other socio-economic and regional variables, we find that 1 kilometre distance decreases the probability to enrol in higher education by 0.2-0.3 percentage points.competing risk model, distance to university, higher education

Improvements and Future Challenges for the Research Infrastructure in the Field of “Preschool Education”

Given the importance of the early stage of a child`s life and taking into account that there various initiatives underway to improve preschool programs in German, it is remarkable that there are only a few microdatasets covering the field of preschool education in Germany - even less if the focus is on nationally representative datasets. The majority of these at least provide information on attendance of preschool programs. In principle there are two main groups of data: data that comprise part of the official statistics and survey data. However, there are hardly any data which allow a linkage between preschool program information and child outcome data. Furthermore, better data for children up to three years are needed, as well as data for children from migrant families. In particular, there is a need for good panel data allowing to match individual data and institutional information Given the developments in the German data infrastructure, the potentials for preschool education research will certainly improve. Nevertheless there remain a number of gaps. Among the mentioned recommendations the paper recommend improvements in fields, such as better data on the quality of preschool programs, better data on the family context and the costs of preschool education and finally the paper addresses the need for detailed intervention studies (on a representative (generalizable) level, which help to learn more about the most effective and efficient parameters of preschool programs.preschool education, day care, child outcomes

European Mothers' Time with Children: Differences and Similarities across Nine Countries

We use data from the 1996 wave of the European Community Household Panel to present and compare the weekly number of hours mothers of children less than 16 years of age reported looking after children in nine European countries in 1996. In addition, we explore to what extent cross-country differences in socio-demographic characteristics and parents' employment status contribute to differences in maternal time with children across the nine countries. We find cross-country differences in the mean of the amount of time mothers reported looking after children. Only a small portion of these differences is explained by differences in socio-demographic characteristics and employment status across countries in Europe. For three country pairs, we use a Oaxaca decomposition to investigate whether behaviour differences or differences in sample characteristics explain more of the observed differences in mothers' time looking after children. According to our results, the differences between Ireland and the UK can be explained mainly by behaviour differences. The results for Germany vs. Austria and Denmark vs. Greece, however, depend on the weights used.

Improvements and future Challenges for the Research Infrastructure in the Field of “Preschool Education”

"Given the importance of the early stage of a child`s life and taking into account that there various initiatives underway to improve preschool programs in German, it is remarkable that there are only a few microdatasets covering the field of preschool education in Germany - even less if the focus is on nationally representative datasets. The majority of these at least provide information on attendance of preschool programs. In principle there are two main groups of data: data that comprise part of the official statistics and survey data. However, there are hardly any data which allow a linkage between preschool program information and child outcome data. Furthermore, better data for children up to three years are needed, as well as data for children from migrant families. In particular, there is a need for good panel data allowing to match individual data and institutional information. Given the developments in the German data infrastructure, the potentials for preschool education research will certainly improve. Nevertheless there remain a number of gaps. Among the mentioned recommendations the paper recommend improvements in fields, such as better data on the quality of preschool programs, better data on the family context and the costs of preschool education and finally the paper addresses the need for detailed intervention studies (on a representative (generalizable) level, which help to learn more about the most effective and efficient parameters of preschool programs." [author's abstract

The Bigger the Children, the Bigger the Worries: Are Preschoolers and Adolescents Affected Differently by Family Instability with Regard to Non-cognitive Skills?

Substantial research on the relationship between family structures and child outcomes represents a considerable part of the literature. However, family structure provides a rather static view of the relationship of children's living arrangements and their well-being, revealing hardly anything about the stability of a family for a longer period. This paper focuses on the impact of family instability on children. In light of human capital accumulation, we hypothesize that a stable family (either a two parent or a single parent family) might be beneficial for child outcomes, in particular for non-cognitive skills. We use skills, such as socio-emotional behavior or locus of control, as our primary measure of child outcomes. The paper focuses on the potential impact of family instability occurring at different childhood stages on non-cognitive skills of preschoolers (aged five to six) and of adolescents (aged seventeen). Our analysis is based on data from the German Socio-Economic Panel Study (SOEP). Family instability is defined by yearly observed maternal partnership variations. Our results suggest that differences in family stability account for some of the gradient in social-behavioral difficulties for preschool children. By using sibling differences for our adolescents' sample, we find that multiple partnership transitions experienced early in life are negatively correlated with non-cognitive skills in adolescence, e.g., such adolescents are less likely to be active or self-determined in life.Child development, family dynamics, locus of control, non-cognitive skills

Obesity and Skill Attainment in Early Childhood

This paper investigates the association between obesity and skill attainment in early childhood (aged 2-4 years). Data from the German Socio-Economic Panel Study are used to estimate models of developmental functioning in four critical areas (verbal skills, activities of daily living, motor skills, and social skills) as a function of various measures of weight (including body mass index and obesity) controlling for a rich set of child, parent, and family characteristics. The findings indicate that, among boys, obesity is associated with reduced verbal skills, social skills, motor skills, and activities of daily living. Among girls, obesity is associated with reduced verbal skills. Further investigations show that the correlations exist even for those preschool children who spend no time in day care, which implies that it cannot be due solely to discrimination by teachers, classmates, or day care providers.

Should Mama or Papa Work? Variations in Attitudes towards Parental Employment by Country of Origin and Child Age

Employment among mothers has been rising in recent decades, although mothers of young children often work fewer hours than other women do. Parallel to this trend, approval of maternal employment has increased, albeit not evenly across groups. However, differences in attitudes remain unexplored despite their importance for better understanding mothers' labour market behaviour. Meanwhile, the employment of fathers has remained stable and attitudes towards paternal employment do not differ as much as attitudes towards maternal employment do between socio-economic groups. This paper examines attitudes towards maternal and paternal employment. It focuses on Germany, drawing on data from the German Family Demography Panel Study (FReDA). The survey explicitly asks whether mothers and fathers should be in paid work, work part-time or full-time, presenting respondents with fictional family profiles that vary the youngest child's age. Unlike previous studies, the analysis compares the views of respondents with different origins: West Germany, East Germany, immigrants from different world regions, and second-generation migrants in West Germany. The results highlight remarkable differences between respondents from West and East Germany, with the former group displaying strong approval for part-time employment among mothers and fathers of very young children and the latter group reporting higher approval for full-time employment. Immigrant groups are far from homogenous, holding different attitudes depending on their region of origin. Taken together, the results offer a nuanced picture of attitudes towards maternal and paternal employment. We discuss these findings in relation to labour markets participation in Germany

The German Socio-Economic Panel as Reference Data Set

This paper discusses how household panels in general?and the German Socio- Economic Panel (SOEP) in particular?can serve as reference data for researchers collecting datasets that do not represent the full universe of the population of interest (e.g., through clinical trials, intervention studies, laboratory and behavioural experiments, and cohort studies). We first discuss potential benefits of using questions similar to those in the SOEP for studies where researchers are interested in using the SOEP as reference data. We present a comprehensive list of SOEP core questions that we recommend researchers to consider when collecting their own data. We focus on seven topics: (1) demographic and parental characteristics; (2) labour market; (3) health; (4) personality, preferences, and subjective orientations; (5) subjective wellbeing; (6) political involvement and participation, and finally, a set of core questions for young children before they enter school. Of course the selection of a minimum set of questions depends on the research question. In this paper, we offer general advice for the selection of variables to researchers interested in comparing their own data with the SOEP.clinical trials, intervention studies, behavioural experiments, cohort studies, household panels, SOEP, reference data

Center-based care and parenting activities

We estimate the effects of center-based care on parenting activities with children using data from time diaries and a family survey for Germany. Our estimates imply that usage of center-based care reduces the amount of time that a parent spends with their enrolled child, but only small negative effects on the amount of time spent on parenting activities. Correspondingly, center-based care increases parenting activities as a share of time spent with the child. Our estimates of direct (center hours) and indirect effects (evening and weekend) are more pronounced for parents in households where the mother has lower educational attainment