The Impact of Early Schooling on Subsequent Literacy and Numeracy Performance - Estimates from a Policy Induced 'Natural' Experiment
AbstractThis paper exploits a policy-induced natural experiment that occurred in South Australia in the mid-1980s to generate a 'causal' estimate of the effect of schooling on the literacy and numeracy performance of school students in their middle years of secondary school (in Year 9 for most students). The Early Years of School policy changed the way that an identifiable subset of students progressed through junior primary school, causing them to obtain an additional year of schooling for any completed Grade or level compared with their predecessors. The impact of the policy change on the age-grade structure of student cohorts in South Australia is captured between two waves of longitudinal data. Based on the analysis of the impact of this policy change, it appears that an additional year of junior primary school increased the numeracy and literacy performance in mid-secondary school significantly, by around one half of a standard deviation. These effects were the same for boys and girls and were similar across the distribution of ability - they were the same for low school achievers as high ones.
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Bibliographic InfoPaper provided by Centre for Economic Policy Research, Research School of Economics, Australian National University in its series CEPR Discussion Papers with number 470.
Length: 36 pages
Date of creation: Jan 2004
Date of revision:
natural experiment; school achievement;
Other versions of this item:
- Chris Ryan, 2004. "The Impact Of Early Schooling On Subsequent Literacy And Numeracy Performance - Estimates From A Policy-Induced 'Natural' Experiment," Econometric Society 2004 Australasian Meetings 53, Econometric Society.
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
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