Intergenerational effects of a casino-funded family transfer program on educational outcomes in an American Indian community

Tim A. Bruckner (), Brenda Bustos, Kenneth A. Dodge, Jennifer E. Lansford, Candice L. Odgers and William E. Copeland
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Tim A. Bruckner: University of California
Brenda Bustos: University of California
Kenneth A. Dodge: Duke University
Jennifer E. Lansford: Duke University
Candice L. Odgers: University of California
William E. Copeland: University of Vermont

Nature Communications, 2024, vol. 15, issue 1, 1-10

Abstract: Abstract Cash transfer policies have been widely discussed as mechanisms to curb intergenerational transmission of socioeconomic disadvantage. In this paper, we take advantage of a large casino-funded family transfer program introduced in a Southeastern American Indian Tribe to generate difference-in-difference estimates of the link between children’s cash transfer exposure and third grade math and reading test scores of their offspring. Here we show greater math (0.25 standard deviation [SD], p =.0148, 95% Confidence Interval [CI]: 0.05, 0.45) and reading (0.28 SD, p = .0066, 95% CI: 0.08, 0.49) scores among American Indian students whose mother was exposed ten years longer than other American Indian students to the cash transfer during her childhood (or relative to the non-American Indian student referent group). Exploratory analyses find that a mother’s decision to pursue higher education and delay fertility appears to explain some, but not all, of the relation between cash transfers and children’s test scores. In this rural population, large cash transfers have the potential to reduce intergenerational cycles of poverty-related educational outcomes.

Date: 2024
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DOI: 10.1038/s41467-024-52428-w

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