The long-run impacts of early childhood education: Evidence from a failed policy experiment

Philip DeCicca and Justin Smith ()
Authors registered in the RePEc Author Service: Philip DeCicca

Economics of Education Review, 2013, vol. 36, issue C, 41-59

Abstract: We investigate short and long-term effects of early childhood education using variation created by a policy experiment in British Columbia, Canada. Our findings imply being in kindergarten longer increases the probability of repeating the third grade, and decreases tenth grade math and reading scores. Effects are highest for low income students and males. Estimates suggest that more time in kindergarten may have a detrimental effect on future outcomes.

Keywords: Kindergarten; Early childhood education; Grade repetition; Test scores (search for similar items in EconPapers)
JEL-codes: I21 I28 (search for similar items in EconPapers)
Date: 2013
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (21)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0272775713000794
Full text for ScienceDirect subscribers only

Related works:
Working Paper: The Long-Run Impacts of Early Childhood Education: Evidence From a Failed Policy Experiment (2011)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:36:y:2013:i:c:p:41-59

DOI: 10.1016/j.econedurev.2013.05.003

Access Statistics for this article

Economics of Education Review is currently edited by E. Cohn

More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().