TY - JOUR
T1 - Early School Exposure, Test Scores, and Noncognitive Outcomes
AU - Cornelissen, Thomas
AU - Dustmann, Christian
N1 - ©2018 by the American Economic Association. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details
PY - 2019/5/1
Y1 - 2019/5/1
N2 - We estimate the effects of receiving additional schooling before age 5 on cognitive and noncognitive outcomes, exploiting unique school entry rules in England that cause variation in the age at school entry and the effective length of the first school year, and combining survey data with administrative school records up to 6 years after exposure. We find significant effects on both cognitive and noncognitive outcomes at ages 5 and 7, particularly so for boys with a disadvantaged parental background. At age 11, effects on cognitive outcomes have disappeared, while there is still evidence for effects on noncognitive outcomes.
AB - We estimate the effects of receiving additional schooling before age 5 on cognitive and noncognitive outcomes, exploiting unique school entry rules in England that cause variation in the age at school entry and the effective length of the first school year, and combining survey data with administrative school records up to 6 years after exposure. We find significant effects on both cognitive and noncognitive outcomes at ages 5 and 7, particularly so for boys with a disadvantaged parental background. At age 11, effects on cognitive outcomes have disappeared, while there is still evidence for effects on noncognitive outcomes.
UR - http://www.scopus.com/inward/record.url?scp=85066051191&partnerID=8YFLogxK
U2 - 10.1257/pol.20170641
DO - 10.1257/pol.20170641
M3 - Article
SN - 1945-7731
VL - 11
SP - 35
EP - 63
JO - American Economic Journal: Economic Policy
JF - American Economic Journal: Economic Policy
IS - 2
ER -
