Does state AFDC generosity affect child SSI participation?

This article examines the extent of interactions or spillovers between the Supplemental Security Income (SSI) and Aid to Families with Dependent Children (AFDC) programs for children. In the early 1990s, the Social Security Administration substantially relaxed child eligibility criteria for SSI benefits. Since the changes, the number of U.S. children receiving cash and medical benefits through SSI tripled to nearly 1 million. The article describes a family's decision to participate in SSI and/or AFDC, and uses state‐level data for three years before, and three years after, the Zebley decision to estimate the effect of state program generosity on child program participation. The expansions in child SSI eligibility increased child SSI participation and contributed to increased total program participation by children in the early 1990s. Child SSI participation increased more in states with lower AFDC payments and higher state SSI supplementation payments. These results suggest that families use SSI and AFDC as substitutes. At least 32 percent of the Zebley increase in SSI is likely attributable to the SSI–AFDC benefit gap for the median AFDC benefit state. © 2000 by the Association for Public Policy and Management.     

Investigating the Causal Effects of Arts Education

There is a paucity of research on the causal relationship between arts learning and educational outcomes. Investigating these relationships has become imperative as policymakers increasingly prioritize empirical evidence of educational impacts, which often leads to curriculum narrowing that favors traditionally-tested subjects. Employing a randomized controlled trial with 42 elementary and middle schools in Houston, Texas, we find that randomly assigning arts educational opportunities reduces disciplinary infractions, improves writing achievement, and increases students’ emotional empathy. Students in elementary schools, which were the primary focus of the program, also experience increases in school engagement, college aspirations, and cognitive empathy. As the first large-scale randomized control trial of arts learning in an authentic school setting, these findings provide strong evidence that the arts can produce meaningful impacts on students’ academic outcomes and social-emotional development. Education policymakers should consider these benefits when assessing the role of the arts in schools.