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To explore the role of childcare policies in the development of early cognitive skills, this paper jointly estimates a cognitive achievement production function and a dynamic, discrete choice model of maternal labor supply and childcare decisions. Using counter/actuals from the model, I investigate how the designs of two childcare programs, Head Start and childcare subsidies, affect the formation of cognitive skills through maternal work and childcare decisions. The results suggest large impacts on cognitive skills from expanding Head Start to current noneligibles and negligible impacts of subsidies on cognitive skills of current eligibles. [ABSTRACT FROM AUTHOR]
