Working Paper: NBER ID: w17085
Authors: Philip Decicca; Justin D Smith
Abstract: 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.
Keywords: early childhood education; kindergarten; policy experiment; British Columbia
JEL Codes: I21; I28; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| starting kindergarten one year late (A21) | reduces the probability of grade repetition (I21) |
| starting kindergarten one year late (A21) | improves tenth-grade math scores (A21) |
| starting kindergarten one year late (A21) | improves reading scores (I21) |
| entering kindergarten early (A21) | detrimental effects on future outcomes (I12) |
| spending less time in kindergarten (A21) | better academic performance (D29) |