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Early Childcare Attendance and Cognitive Skills in Adolescence

Author

Listed:
  • Ingvild AlmŒs

    (IIES, Stockholm University and Norwegian School of Economics)

  • Nina Drange

    (Statistics Norway)

  • Costas Meghir

    (Yale University)

  • Henrik Daae Zachrisson

    (University of Oslo)

Abstract

This paper examines the impact of early childcare on academic achievement for children in grade 5 and grade 9, based on a 2003 policy expansion that created quasi-random variation in slot availability for children aged 1Ð2. Starting childcare one year earlier increases math scores by 9.7% of a standard deviation (SD) in grade 9. Children whose mothers do not hold a high school diploma benefit by a significant 28% of a SD at grade 9, reducing the math achievement gap from children of higher-educated mothers by about one third. We also present evidence of strong improvements for children of immigrants.

Suggested Citation

  • Ingvild AlmŒs & Nina Drange & Costas Meghir & Henrik Daae Zachrisson, 2026. "Early Childcare Attendance and Cognitive Skills in Adolescence," Cowles Foundation Discussion Papers 2518, Cowles Foundation for Research in Economics, Yale University.
    • Handle: RePEc:cwl:cwldpp:2518
    as

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    File URL: https://cowles.yale.edu/sites/default/files/2026-04/d2518_0.pdf
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    References listed on IDEAS

    as
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