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Expanding Schooling Opportunities for 4-Year-Olds

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Author Info

  • Leuven, Edwin

    ()
    (University of Oslo)

  • Lindahl, Mikael

    ()
    (Uppsala University)

  • Oosterbeek, Hessel

    ()
    (University of Amsterdam)

  • Webbink, Dinand

    ()
    (Erasmus University Rotterdam)

Abstract

This study presents quasi-experimental estimates of the effect of expanding early schooling enrollment possibilities on early achievement. It exploits two features of the school system in Holland. The first is rolling admissions; children are allowed start school immediately after their 4th birthday instead of at the beginning of the school year. The second is that children having their birthday before, during and after the summer holiday are placed in the same class. These features generate sufficient exogenous variation in children’s maximum length of schooling to identify its effects on test scores. Making available one additional month of time in school increases language scores of disadvantaged pupils by 0.06 of a standard deviation and their math scores by 0.05 of a standard deviation. For non-disadvantaged pupils we find no effect.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 2434.

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Length: 27 pages
Date of creation: Nov 2006
Date of revision:
Publication status: published in: Economics of Education Review, 2010, 29 (3), 319-328, revised version available here
Handle: RePEc:iza:izadps:dp2434

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Related research

Keywords: achievement; early test scores; early schooling; early childhood intervention; policy; identification;

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References

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  1. Fredriksson, Peter & Öckert, Björn, 2005. "Is Early Learning Really More Productive? The Effect of School Starting Age on School and Labor Market Performance," IZA Discussion Papers 1659, Institute for the Study of Labor (IZA).
  2. Berlinski, Samuel & Galiani, Sebastian & Gertler, Paul, 2009. "The effect of pre-primary education on primary school performance," Journal of Public Economics, Elsevier, Elsevier, vol. 93(1-2), pages 219-234, February.
  3. Janet Currie & Duncan Thomas, 1993. "Does Head Start Make a Difference?," NBER Working Papers 4406, National Bureau of Economic Research, Inc.
  4. James J. Heckman, 1999. "Policies to Foster Human Capital," NBER Working Papers 7288, National Bureau of Economic Research, Inc.
  5. Elizabeth U. Cascio & Ethan G. Lewis, 2006. "Schooling and the Armed Forces Qualifying Test: Evidence from School-Entry Laws," Journal of Human Resources, University of Wisconsin Press, vol. 41(2).
  6. Todd E. Elder & Darren H. Lubotsky, 2009. "Kindergarten Entrance Age and Children’s Achievement: Impacts of State Policies, Family Background, and Peers," Journal of Human Resources, University of Wisconsin Press, vol. 44(3).
  7. Berlinski, Samuel & Galiani, Sebastian & Manacorda, Marco, 2008. "Giving children a better start: Preschool attendance and school-age profiles," Journal of Public Economics, Elsevier, Elsevier, vol. 92(5-6), pages 1416-1440, June.
  8. Joshua Angrist & Alan Krueger, 1990. "Does Compulsory School Attendance Affect Schooling and Earnings?," Working Papers, Princeton University, Department of Economics, Industrial Relations Section. 653, Princeton University, Department of Economics, Industrial Relations Section..
  9. Hansen, Karsten T. & Heckman, James J. & Mullen, K.J.Kathleen J., 2004. "The effect of schooling and ability on achievement test scores," Journal of Econometrics, Elsevier, Elsevier, vol. 121(1-2), pages 39-98.
  10. William T. Gormley, Jr. & Ted Gayer, 2005. "Promoting School Readiness in Oklahoma: An Evaluation of Tulsa's Pre-K Program," Journal of Human Resources, University of Wisconsin Press, vol. 40(3).
  11. Dobkin, Carlos & Ferreira, Fernando, 2010. "Do school entry laws affect educational attainment and labor market outcomes?," Economics of Education Review, Elsevier, Elsevier, vol. 29(1), pages 40-54, February.
  12. Eliana Garces & Duncan Thomas & Janet Currie, 2000. "Longer Term Effects of Head Start," Working Papers, RAND Corporation Publications Department 00-20, RAND Corporation Publications Department.
  13. Datar, Ashlesha, 2006. "Does delaying kindergarten entrance give children a head start?," Economics of Education Review, Elsevier, Elsevier, vol. 25(1), pages 43-62, February.
  14. Edwin Leuven & Mikael Lindahl & Hessel Oosterbeek & Dinand Webbink, 2004. "New evidence on the effect of time in school on early achievement," HEW, EconWPA 0410001, EconWPA.
  15. Kelly Bedard & Elizabeth Dhuey, 2006. "The Persistence of Early Childhood Maturity: International Evidence of Long-Run Age Effects," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 121(4), pages 1437-1472, November.
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Citations

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Cited by:
  1. Leuven, Edwin & Rønning, Marte, 2011. "Classroom Grade Composition and Pupil Achievement," IZA Discussion Papers 5922, Institute for the Study of Labor (IZA).
  2. Fitzpatrick, Maria D. & Grissmer, David & Hastedt, Sarah, 2011. "What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment," Economics of Education Review, Elsevier, Elsevier, vol. 30(2), pages 269-279, April.
  3. Dickert-Conlin, Stacy & Elder, Todd, 2010. "Suburban legend: School cutoff dates and the timing of births," Economics of Education Review, Elsevier, Elsevier, vol. 29(5), pages 826-841, October.
  4. Köllő, János & Hámori, Szilvia, 2011. "Kinek használ az évvesztés?. Iskolakezdési kor és tanulói teljesítmények Magyarországon
    [Who gains by postponed schooling?. Age at starting school and achievement as pupils in Hungary]
    ," Közgazdasági Szemle (Economic Review - monthly of the Hungarian Academy of Sciences), Közgazdasági Szemle Alapítvány (Economic Review Foundation), vol. 0(2), pages 133-157.
  5. Marte Rønning, 2008. "Who benefits from homework assignments?," Discussion Papers, Research Department of Statistics Norway 566, Research Department of Statistics Norway.
  6. Elodie ALET & Liliane BONNAL & Pascal FAVARD, 2013. "Repetition : Medicine for a Short-run Remission," Annales d'Economie et de Statistique, ENSAE, issue 111-112, pages 9.
  7. Szilvia Hamori & Janos Kollo, 2011. "Whose Children Gain from Starting School Later? Evidence from Hungary," Budapest Working Papers on the Labour Market, Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences 1102, Institute of Economics, Centre for Economic and Regional Studies, Hungarian Academy of Sciences.
  8. Rønning, Marte, 2011. "Who benefits from homework assignments?," Economics of Education Review, Elsevier, Elsevier, vol. 30(1), pages 55-64, February.
  9. repec:crs:wpaper:2013-10 is not listed on IDEAS
  10. Patrizia Ordine & Giuseppe Rose & Daniela Sposato, 2014. "Gift Of Time And Family Gift: The Effect Of Early School Entry On Pupils Performance," Working Papers, Università della Calabria, Dipartimento di Economia, Statistica e Finanza (Ex Dipartimento di Economia e Statistica) 201408, Università della Calabria, Dipartimento di Economia, Statistica e Finanza (Ex Dipartimento di Economia e Statistica).
  11. Drange, Nina & Havnes, Tarjei & Sandsør, Astrid M. J., 2012. "Kindergarten for All: Long Run Effects of a Universal Intervention," IZA Discussion Papers 6986, Institute for the Study of Labor (IZA).
  12. Sandra E. Black & Paul J. Devereux & Kjell G. Salvanes, 2008. "Too Young to Leave the Nest: The Effects of School Starting Age," NBER Working Papers 13969, National Bureau of Economic Research, Inc.
  13. Robertson, Erin, 2011. "The effects of quarter of birth on academic outcomes at the elementary school level," Economics of Education Review, Elsevier, Elsevier, vol. 30(2), pages 300-311, April.

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