Kindergarten for all: Long run effects of a universal intervention

Nina Drange, Tarjei Havnes and Astrid Marie Sandsør

Economics of Education Review, 2016, vol. 53, issue C, 164-181

Abstract: Theory and evidence point 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, governments are pushing for universal child care. However, it is unclear how effective programs with universal participation may be at addressing the needs of disadvantaged children. 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. The new program was designed as a low intensity kindergarten program, similar to voluntary child care programs available before mandating. Our precise DD estimates reveal hardly any effect, both overall, across subsamples, and over the grading distribution. A battery of specification checks support 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 I28 J13 (search for similar items in EconPapers)
Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (18)

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Related works:
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)
Working Paper: Kindergarten for all: Long run effects of a universal intervention (2012)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:53:y:2016:i:c:p:164-181

DOI: 10.1016/j.econedurev.2016.04.002

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