Parental strategies for increasing child well-being

Abstract

This paper presents a theoretical model of the way mothers (or primary caregivers) allocate their time and money resources toward the production of child quality and other commodities. Using data collected through 29 open-ended interviews of parents with elementary school age children, I describe parents' strategies for choosing an elementary school. The example of elementary school choice is used to highlight parents' ability to substitute time for money in the production of child quality. In particular, many parents use their time to negotiate the public school bureaucracy to receive the public school and/or the teacher of their choice. The ability to work the public school system to one's children's benefit is strongly associated with socioeconomic background, with poorly educated single mothers appearing to be the least able advocate for their children. Wealthy and busy parents usually do not make big efforts to negotiate the public school system either, because they are able to purchase private school education for their children. Parents who opt for private schools have chosen to use more money (or market good) resources relative to their time to provide their children with a quality education.