The Long-Run Impacts of Early Childhood Education: Evidence From a Failed Policy Experiment
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.
We thank Oscar Bedard, Elizabeth Dhuey, Steve Pischke, Fabian Waldinger, and seminar participants at the University of Manitoba, the University of Winnipeg, and the Society of Labour Economists for valuable comments. All errors are our own. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.
DeCicca, Philip & Smith, Justin, 2013. "The long-run impacts of early childhood education: Evidence from a failed policy experiment," Economics of Education Review, Elsevier, vol. 36(C), pages 41-59. citation courtesy of