Search Results
Author: Tartari, Melissa
Resulting in 4 citations.
| 1. |
Tartari, Melissa |
|
Divorce and the Cognitive Achievement of Children Working Paper, Department of Economics, University of Pennsylvania, November 14, 2005 Cohort(s): Children of the NLSY79 Publisher: Department of Economics, University of Pennsylvania Keyword(s): Child Self-Administered Supplement (CSAS); Child Support; Divorce; Marital Conflict; Maternal Employment; Parent-Child Relationship/Closeness; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) Permission to reprint the abstract has not been received from the publisher. It is commonly thought that divorce adversely affects child outcomes. Children of divorced parents exhibit lower test scores and lower educational attainment. A fundamental question is whether these correlations have a causal interpretation. Parents who divorce may also be less likely to invest in their children while together. Alternatively, they may choose to divorce to shield their children from the effects of marital conflict. The goal of this paper is to understand what generates the observed differences in children?s cognitive achievement by their parents? marital status. I study the relationship between marital status and a child?s cognitive achievement within a dynamic framework in which partners decide on whether to remain married, how to interact (with or without conflict), fertility, labor supply, time spent with their children, and child support transfers. Using the estimated behavioral model, I assess whether a child whose parents divorced would have been better off had divorce not been an option. I also consider the effects of pro-marriage policies, such as a bonus paid to low income married couples. Finally, I evaluate how better enforcement of existing child support guidelines would affect a child's cognitive achievement, taking into account induced changes in within-marriage behavior. |
|
|
Bibliography Citation
Tartari, Melissa. "Divorce and the Cognitive Achievement of Children." Working Paper, Department of Economics, University of Pennsylvania, November 14, 2005. |
| 2. |
Tartari, Melissa |
|
Divorce and the Cognitive Achievement of Children Ph.D. Dissertation, Department of Economics, University of Pennsylvania, January 2006 Cohort(s): Children of the NLSY79 Publisher: Department of Economics, University of Pennsylvania Keyword(s): Behavior Problems Index (BPI); Child Self-Administered Supplement (CSAS); Child Support; Children, Academic Development; Marital Conflict; Marital Satisfaction/Quality; Maternal Employment; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading) Permission to reprint the abstract has not been received from the publisher. It is commonly thought that divorce adversely affects child outcomes. Children of divorced parents exhibit lower test scores and lower educational attainment. A fundamental question is whether these correlations have a causal interpretation. Parents who divorce may also be less likely to invest in their children while together. Alternatively, they may choose to divorce to shield their children from the effects of marital conflict. The goal of this dissertation is to understand what generates the observed differences in children's cognitive achievement by their parents' marital status. I study the relationship between marital status and a child's cognitive achievement within a dynamic framework in which partners decide on whether to remain married, how to interact (with or without conflict), fertility, labor supply, time spent with their children, and child support transfers. Using the estimated behavioral model, I assess whether a child whose parents divorced would have been better off had divorce not been an option. I also consider the effects of pro-marriage policies, such as a bonus paid to low income married couples. Finally, I evaluate how better enforcement of existing child support guidelines would affect a child's cognitive achievement, taking into account induced changes in within-marriage behavior. |
|
|
Bibliography Citation
Tartari, Melissa. Divorce and the Cognitive Achievement of Children. Ph.D. Dissertation, Department of Economics, University of Pennsylvania, January 2006. |
| 3. |
Tartari, Melissa |
|
Divorce and the Cognitive Achievement of Children Working Paper, Department of Economics, Yale University, November 2006. Also: http://www.wesleyan.edu/econ/seminar/2009s/tartari.pdf Cohort(s): Children of the NLSY79 Publisher: Department of Economics, Yale University Keyword(s): Child Self-Administered Supplement (CSAS); Child Support; Cognitive Development; Divorce; Educational Attainment; Marital Conflict; Marital Status; Maternal Employment; Parent-Child Relationship/Closeness; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. It is commonly thought that divorce adversely affects child outcomes. Children of divorced parents exhibit lower test scores and lower educational attainment. A fundamental question is whether these correlations have a causal interpretation. Parents who divorce may also be less likely to invest in their children while together. Alternatively, they may choose to divorce to shield their children from the effects of marital conflict. The goal of this paper is to understand what generates the observed differences in children's cognitive achievement by their parents' marital status. I study the relationship between marital status and a child's cognitive achievement within a dynamic framework in which partners decide on whether to remain married, how to interact (with or without conflict), fertility, labor supply, time spent with their children, and child support transfers. Using the estimated behavioral model, I assess whether a child whose parents divorced would have been better off had divorce not been an option. I also consider the effects of pro-marriage policies, such as a bonus paid to low income married couples. Finally, I evaluate how better enforcement of existing child support guidelines would affect a child's cognitive achievement, taking into account induced changes in within-marriage behavior. |
|
|
Bibliography Citation
Tartari, Melissa. "Divorce and the Cognitive Achievement of Children." Working Paper, Department of Economics, Yale University, November 2006. |
| 4. |
Tartari, Melissa |
|
Divorce and the Cognitive Achievement of Children International Economic Review 56,2 (May 2015): 597-645. Also: http://onlinelibrary.wiley.com/doi/10.1111/iere.12116/full Cohort(s): Children of the NLSY79, NLSY79 Publisher: Wiley Online Keyword(s): Age at Birth; Child Self-Administered Supplement (CSAS); Child Support; Children, Academic Development; Divorce; Marital Conflict; Marital Status; Maternal Employment; Modeling, Fixed Effects; Modeling, Simulation; Parent-Child Interaction; Parent-Child Relationship/Closeness; Parental Investments; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Propensity Scores; Relationship Conflict Permission to reprint the abstract has not been received from the publisher. Children of divorced parents exhibit lower test scores and educational attainment. Have these correlations a causal interpretation? Parents who divorce may be less likely to invest in their children while together or they may divorce to shield their children from the effects of marital conflict. I study the relationship between children's achievement and the marital status of their parents within a dynamic framework in which partners decide on whether to remain married, how to interact (with or without conflict), and child investments. I then assess whether a child whose parents divorced would have been better off had divorce not occurred. |
|
|
Bibliography Citation
Tartari, Melissa. "Divorce and the Cognitive Achievement of Children." International Economic Review 56,2 (May 2015): 597-645.
|