Michael Baker and Kevin Milligan have new evidence that this extra time from fathers only emerges with age, and is not present when children are very young:
It is [pre-school] girls, not boys, who systematically, in three leading developed countries [i.e., Canada, the UK, and the US], receive more of these time inputs from their parents
But does this matter for academic achievement? They show that these differences in time are indeed important:
in each country the boy-girl difference in inputs can account for a non-trivial proportion of the boy-girl difference in preschool reading and math scores
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