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Academic Achievement and the Gender Composition of Preschool Staff

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  • Gørtz, Mette

    (University of Copenhagen)

  • Johansen, Eva Rye

    (Aarhus University)

  • Simonsen, Marianne

    (Aarhus University)

Abstract

This paper uses register based data covering the entire population of Danish children enrolled in preschool in 2006-2007 to investigate whether the gender composition of preschool staff members affects the timing of school start and subsequent academic performance. To estimate effects of the share of male staff member in preschools, we exploit within-preschool differences in teacher gender composition across time. We find that the share of male staff improves child outcomes and that gains are larger for boys who did not have access to male teachers previously and among children with less readily access to male role models.

Suggested Citation

  • Gørtz, Mette & Johansen, Eva Rye & Simonsen, Marianne, 2018. "Academic Achievement and the Gender Composition of Preschool Staff," IZA Discussion Papers 11913, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp11913
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    Cited by:

    1. Drange, Nina & Rønning, Marte, 2020. "Child care center quality and early child development," Journal of Public Economics, Elsevier, vol. 188(C).
    2. Gørtz, Mette & Jensen, Vibeke Myrup & Sander, Sarah, 2024. "Daycare Enrollment Age and Child Development," IZA Discussion Papers 16881, Institute of Labor Economics (IZA).
    3. Fidjeland, Andreas & Rege, Mari & Solli, Ingeborg F. & Størksen, Ingunn, 2023. "Reducing the gender gap in early learning: Evidence from a field experiment in Norwegian preschools," European Economic Review, Elsevier, vol. 154(C).

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    More about this item

    Keywords

    preschool; redshirting; child development; teacher gender;
    All these keywords.

    JEL classification:

    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth

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