New evidence on the effect of time in school on early achievement
Edwin Leuven (),
Mikael Lindahl (),
Hessel Oosterbeek () and
Additional contact information
Dinand Webbink: CPB Netherlands Bureau for Economic Policy Analysis
HEW from EconWPA
This study estimates the effect of expanding enrollment possibilities in early eduction on the achievement of young children. To do so it exploits two features of the Dutch schooling system. First, children are allowed to enroll in school on their fourth birthday. Second, children having their birthday before, during and after the summer holiday are placed in the same class. Together these features generate sufficient exogenous variation in children s potential time in school to identify its effects on test scores. We find that allowing disadvantaged pupils to start school one month earlier increases their test scores on average by 0.06 of a standard deviation. This effect is of the same magnitude for pupils with lower educated parents and for minority pupils. For non- disadvantaged pupils we find no effect. Results are similar for language and math scores.
Keywords: Early childhood intervention; early test scores (search for similar items in EconPapers)
JEL-codes: I21 I28 J24 (search for similar items in EconPapers)
New Economics Papers: this item is included in nep-edu
Note: Type of Document - pdf; pages: 25
References: View references in EconPapers View complete reference list from CitEc
Citations View citations in EconPapers (15) Track citations by RSS feed
Downloads: (external link)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: http://EconPapers.repec.org/RePEc:wpa:wuwphe:0410001
Access Statistics for this paper
More papers in HEW from EconWPA
Series data maintained by EconWPA ().