ERIC Number: ED520280
Record Type: Non-Journal
Publication Date: 2011-May
Abstractor: As Provided
Reference Count: N/A
The Long-Run Impacts of Early Childhood Education: Evidence from a Failed Policy Experiment. NBER Working Paper No. 17085
DeCicca, Philip; Smith, Justin D.
National Bureau of Economic Research
We investigate short and long-term effects of early childhood education using variation created by a unique policy experiment in British Columbia, Canada. Our findings imply starting Kindergarten one year late substantially reduces the probability of repeating the third grade, and meaningfully increases in tenth grade math and reading scores. Effects are highest for low income students and males. Estimates suggest that entering kindergarten early may have a detrimental effect on future outcomes.
Descriptors: Evidence, Low Income Groups, Early Childhood Education, Children, Foreign Countries, Kindergarten, Grade 3, Grade 10, Probability, Experiments, Scores, Males, Reading, Mathematics
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Publication Type: Reports - Research
Education Level: Early Childhood Education; Grade 10; Grade 3; Kindergarten
Authoring Institution: National Bureau of Economic Research
Identifiers - Location: Canada