The Long-Run Impacts of Early Childhood Education: Evidence From a Failed Policy Experiment
AbstractWe investigate short and long-term effects of early childhood education using variation created by a unique policy experiment in British Columbia, Canada. Our findings imply starting Kindergarten one year late substantially reduces the probability of repeating the third grade, and meaningfully increases in tenth grade math and reading scores. Effects are highest for low income students and males. Estimates suggest that entering kindergarten early may have a detrimental effect on future outcomes.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 17085.
Date of creation: May 2011
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Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Web page: http://www.nber.org
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Other versions of this item:
- DeCicca, Philip & Smith, Justin, 2013. "The long-run impacts of early childhood education: Evidence from a failed policy experiment," Economics of Education Review, Elsevier, vol. 36(C), pages 41-59.
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-06-04 (All new papers)
- NEP-EDU-2011-06-04 (Education)
- NEP-LAB-2011-06-04 (Labour Economics)
- NEP-URE-2011-06-04 (Urban & Real Estate Economics)
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- Dhuey, Elizabeth & Smith, Justin, 2011. "How Important are School Principals in the Production of Student Achievement?," CLSSRN working papers clsrn_admin-2011-33, Vancouver School of Economics, revised 23 Dec 2011.
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