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Early School Exposure, Test Scores, and Noncognitive Outcomes

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Listed:
  • Thomas Cornelissen
  • Christian Dustmann

Abstract

We estimate the effects of receiving additional schooling before age five on cognitive and noncognitive outcomes, exploiting unique school entry rules in England that cause variation in the age at school entry and the effective length of the first school year, and combining survey data with administrative school records up to six years after exposure. We find significant effects on both cognitive and noncognitive outcomes at ages five and seven, particularly so for boys with a disadvantaged parental background. At age 11, effects on cognitive outcomes have disappeared, while there is still evidence for effects on noncognitive outcomes.

Suggested Citation

  • Thomas Cornelissen & Christian Dustmann, 2019. "Early School Exposure, Test Scores, and Noncognitive Outcomes," American Economic Journal: Economic Policy, American Economic Association, vol. 11(2), pages 35-63, May.
    • Handle: RePEc:aea:aejpol:v:11:y:2019:i:2:p:35-63
    Note: DOI: 10.1257/pol.20170641
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    References listed on IDEAS

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    2. Imbens, Guido W., 2014. "Instrumental Variables: An Econometrician's Perspective," IZA Discussion Papers 8048, Institute of Labor Economics (IZA).
    3. Imbens, Guido W & Angrist, Joshua D, 1994. "Identification and Estimation of Local Average Treatment Effects," Econometrica, Econometric Society, vol. 62(2), pages 467-475, March.
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth

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