After the transition into motherhood, mothers with no post-secondary education are the most likely to complete more education. Maternal education is often highlighted as key to promote children’s educational success, and skill development in early childhood has been stressed as important for later skill development. Yet, it remains uncertain whether less educated mothers’ further education has an impact during early childhood that affects children's later educational performance. Using Danish administrative data on mothers without post-secondary education that enroll in education between births, we apply a fixed effect design to control for the nonrandom selection into maternal education. We find that once positive selection has been taken into account, there is no overall effect of maternal educational during early childhood on grade point average (GPA) achieved in adolescence. However, for children of the mothers empirically least likely to enroll in education after the transition to motherhood, we find a non-trivial positive effect of mothers' college education during early childhood on children's GPA in adolescence. We interpret this finding to indicate that the return to maternal education depends on the level of human, cultural, and social capital the mother had before enrolling in education, and the economic and emotional support mothers have while enrolled in education.

过渡到母亲身份后，没有大专学历的母亲最有可能接受更多的教育。经常强调孕产妇教育是促进儿童教育成功的关键，而强调幼儿期的技能发展对以后的技能发展很重要。然而，仍不确定的是，受教育程度较低的母亲的继续教育是否会对幼儿期产生影响，从而影响儿童的后期教育表现。使用丹麦关于未接受过大专教育的母亲的行政管理数据，即在两胎之间接受教育的情况下，我们采用了固定效应设计来控制将非随机选择纳入母亲教育的过程。我们发现，一旦考虑到积极选择，幼儿期的母亲教育对青春期的平均绩点（GPA）没有总体影响。但是，从经验上讲，对于母亲的孩子来说，在过渡到母亲身份后最不可能参加教育，我们发现，母亲在早期阶段的大学教育对青春期儿童GPA产生了不小的积极影响。我们将这一发现解释为表明，重返孕产妇教育取决于母亲在接受教育之前所拥有的人力，文化和社会资本水平，以及母亲在接受教育时所获得的经济和情感支持。幼儿期的大学教育，涉及青春期儿童的GPA。我们将这一发现解释为表明，重返孕产妇教育取决于母亲在接受教育之前所拥有的人力，文化和社会资本水平，以及母亲在接受教育时所获得的经济和情感支持。幼儿期的大学教育，涉及青春期儿童的GPA。我们将这一发现解释为表明，重返孕产妇教育取决于母亲在接受教育之前所拥有的人力，文化和社会资本水平，以及母亲在接受教育时所获得的经济和情感支持。