Kindergarten for all: Long run effects of a universal intervention

Nina Drange and Tarjei Havnes

Discussion Papers from Statistics Norway, Research Department

Abstract: Theory and evidence points towards particularly positive effects of high-quality child care for disadvantaged children. At the same time, disadvantaged families often sort out of existing programs. To counter differences in learning outcomes between children from different socioeconomic backgrounds, European governments are pushing for universal child care. However, empirical evidence on the effects of universal programs is scarce. We provide evidence on the long-run effect on schooling of mandating kindergarten at age 5--6. Our identifying variation comes from a reform that lowered school starting-age from 7 to 6 in Norway in 1997. Our precise DD estimates reveal hardly any effect, both overall, across subsamples, and over the grading distribution. A battery of specification checks supports our empirical strategy.

Keywords: kindergarten; early childhood intervention; distributional effects; difference-in-differences; child care; child development (search for similar items in EconPapers)
JEL-codes: H40 J13 (search for similar items in EconPapers)
Date: 2012-06
New Economics Papers: this item is included in nep-dem, nep-lab and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (15)

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Related works:
Journal Article: Kindergarten for all: Long run effects of a universal intervention (2016)
Working Paper: Kindergarten for All: Long-run Effects of a Universal Intervention (2015)
Working Paper: Kindergarten for All: Long Run Effects of a Universal Intervention (2012)
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Persistent link: https://EconPapers.repec.org/RePEc:ssb:dispap:695

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