Why are children with lower socioeconomic status (SES) substantially less likely to be enrolled in child care? We study whether barriers in the application process work against lower-SES children — the group known to benefit strongest from child care enrollment. In an RCT in Germany with highly subsidized child care (N = 607), we offer treated families information and personal assistance for applications. We find substantial, equity-enhancing effects of the treatment, closing half of the large SES gap in child care enrollment. Increased enrollment for lower-SES families is likely driven by altered application knowledge and behavior. We discuss scalability of our intervention and derive policy implications for the design of universal child care programs.

Der Ausstieg aus der Kohleverstromung bis 2038 ist ein wichtiger Teil der Strategie der Bundesregierung, den Ausstoß von Treibhausgasen zu verringern. Begleitet wird der Kohleausstieg seit 2020 von regionalen Subventionen (Investitionsgesetz Kohleregionen – InvKG und Bundesprogramm STARK), um die wirtschaftlichen und sozialen Anpassungsprozesse zu begleiten und die negativen Auswirkungen abzufedern. Dafür stehen bis 2038 insgesamt rund 41 Mrd. Euro bereit. Es wird dabei eine Vielzahl verschiedener Maßnahmen eingesetzt, u. a. die Verbesserung der wirtschaftsnahen Infrastruktur und der Verkehrsanbindungen, die Stärkung der regionalen Bildungsangebote sowie Forschungseinrichtungen. Das IWH hat zusammen mit dem RWI in Essen einen ersten Evaluationsbericht für die Periode von August 2020 bis Ende 2022 vorgelegt.

We study a mentoring program that aims to improve the labor-market prospects of school-attending adolescents from disadvantaged families by offering them a university-student mentor. Our RCT investigates program effectiveness on three outcome dimensions that are highly predictive of later labor-market success: math grades, patience/social skills, and labor-market orientation. For low-SES adolescents, the mentoring increases a combined index of the outcomes by over half a standard deviation after one year, with significant increases in each dimension. Part of the treatment effect is mediated by establishing mentors as attachment figures who provide guidance for the future. Effects on grades and labor-market orientation, but not on patience/social skills, persist three years after program start. By that time, the mentoring also improves early realizations of school-to-work transitions for low-SES adolescents. The mentoring is not effective for higher-SES adolescents. The results show that substituting lacking family support by other adults can help disadvantaged children at adolescent age.