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Children's School Placement in Germany: Does Kindergarten Attendance Matter?

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Author Info

  • Spiess, C. Katharina

    ()
    (DIW Berlin)

  • Büchel, Felix

    (Max Planck Institute for Human Development)

  • Wagner, Gert G.

    ()
    (DIW Berlin)

Abstract

The positive effects of early childhood programs on children's school success have been demonstrated in the literature. However, most studies were completed in the U.S.A., where early childhood programs vary widely, based on differing auspice, regulation, cost, and other factors. In European countries, early childhood programs are generally far more homogenous. This is particularly true for Germany where most programs are communitybased Kindergartens operated under similar structural conditions. In this study we examine the relationship between Kindergarten attendance and the 7th grade school placement of children in West Germany, differentiating associations for the children of German citizens as compared to those of immigrants. Using information from a representative population sample, the German-Socio-Economic Panel (GSOEP), different models were estimated. The results indicate that there is no significant correlation between Kindergarten attendance of children of German citizens and children’s later school placement. However, for children in immigrant households the reverse is true: later school placement is significantly associated with Kindergarten attendance prior to school enrollment. Additionally, the analysis shows that controlling for Kindergarten attendance changes the level of significance for other well-known "school attainment determinants," such as fathers’ education and household income.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 722.

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Length: 29 pages
Date of creation: Feb 2003
Date of revision:
Publication status: published in: Early Childhood Research Quarterly, 2003, 18 (2), 255-270
Handle: RePEc:iza:izadps:dp722

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Keywords: kindergarten; school placement; immigrants;

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Cited by:
  1. Diana Warren & John P. Haisken-DeNew, 2013. "Early Bird Catches the Worm: The Causal Impact of Pre-school Participation and Teacher Qualifications on Year 3 National NAPLAN Cognitive Tests," Melbourne Institute Working Paper Series wp2013n34, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
  2. Denis Beninger & Holger Bonin & Julia Horstschräer & Grit Mühler, 2010. "Wirkungen eines Betreuungsgeldes bei bedarfsgerechtem Ausbau frühkindlicher Kindertagesbetreuung: eine Mikrosimulationsstudie," SOEPpapers on Multidisciplinary Panel Data Research 316, DIW Berlin, The German Socio-Economic Panel (SOEP).
  3. Martin Schlotter & Ludger Wößmann, 2010. "Frühkindliche Bildung und spätere kognitive und nichtkognitive Fähigkeiten: deutsche und internationale Evidenz," Vierteljahrshefte zur Wirtschaftsforschung / Quarterly Journal of Economic Research, DIW Berlin, German Institute for Economic Research, vol. 79(3), pages 99-120.
  4. Chen, Natalie & Conconi, Paola & Perroni, Carlo, 2006. "Does Migration Empower Married Women?," CEPR Discussion Papers 5559, C.E.P.R. Discussion Papers.
  5. Joachim R. Frick & Markus M. Grabka & Olaf Groh-Samberg, 2007. "Economic Gains from Publicly Provided Education in Germany," Discussion Papers of DIW Berlin 709, DIW Berlin, German Institute for Economic Research.
  6. Anna Montén & Christian Thater, 2011. "Determinants of Efficiency in Child-Care Provision," FinanzArchiv: Public Finance Analysis, Mohr Siebeck, Tübingen, vol. 67(4), pages 378-403, December.
  7. C. Katharina Spieß, 2011. "Vereinbarkeit von Familie und Beruf – wie wirksam sind deutsche „Care Policies“?," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, vol. 12(s1), pages 4-27, 05.
  8. Hans-Peter Klös & Axel Plünnecke, 2003. "Human Capital Formation in Germany: An Untapped Potential," CESifo DICE Report, Ifo Institute for Economic Research at the University of Munich, vol. 1(4), pages 39-45, 02.
  9. Susanne Below, 2007. "What are the chances of young Turks and Italians for equal education and employment in Germany? The role of objective and subjective indicators," Social Indicators Research, Springer, vol. 82(2), pages 209-231, June.
  10. Gabriela Schütz & Ludger Wößmann, 2005. "Wie lässt sich die Ungleichheit der Bildungschancen verringern?," Ifo Schnelldienst, Ifo Institute for Economic Research at the University of Munich, vol. 58(21), pages 15-25, November.
  11. Martin Schlotter, 2011. "The Effect of Preschool Attendance on Secondary School Track Choice in Germany - Evidence from Siblings," Ifo Working Paper Series Ifo Working Paper No. 106, Ifo Institute for Economic Research at the University of Munich.
  12. Gabriela Schütz, 2009. "Does the Quality of Pre-primary Education Pay Off in Secondary School? An International Comparison Using PISA 2003," Ifo Working Paper Series Ifo Working Paper No. 68, Ifo Institute for Economic Research at the University of Munich.
  13. Gert G. Wagner & Joachim R. Frick & Jürgen Schupp, 2006. "Enhancing the Power of Household Panel Studies: The Case of the German Socio-Economic Panel Study (SOEP) ; Paper Prepared for the StatCan-Conference "Longitudinal Social Surveys in an Internation," Data Documentation 13, DIW Berlin, German Institute for Economic Research.

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