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Quantity and quality of childcare and children’s educational outcomes

Jo Blanden (), Emilia Del Bono (), Kirstine Hansen () and Birgitta Rabe
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Jo Blanden: University of Surrey
Emilia Del Bono: University of Essex
Kirstine Hansen: University College London

Journal of Population Economics, 2022, vol. 35, issue 2, No 13, 785-828

Abstract: Abstract Policy-makers wanting to support child development can choose to adjust the quantity or quality of publicly funded universal pre-school. To assess the impact of such changes, we estimate the effects of an increase in free pre-school education in England of about 3.5 months at age 3 on children’s school achievement at age 5. We exploit date-of-birth discontinuities that create variation in the length and starting age of free pre-school using administrative school records linked to nursery characteristics. Estimated effects are small overall, but the impact of the additional term is substantially larger in settings with the highest inspection quality rating but not in settings with highly qualified staff. Estimated effects fade out by age 7.

Keywords: Childcare; Child outcomes; Childcare quality; Regression discontinuity (search for similar items in EconPapers)
JEL-codes: C21 I22 I24 (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/s00148-021-00835-4

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