This website uses cookies.

By clicking the "Accept" button or continuing to browse our site, you agree to first-party and session-only cookies being stored on your device to enhance site navigation and analyze site performance and traffic. For more information on our use of cookies, please see our Privacy Policy.

  1. Home
  2. Journals
  3. American Economic Journal: Economic Policy
  4. May 2019
  5. Early School Exposure, Test Scores, and Noncognitive Outcomes

Early School Exposure, Test Scores, and Noncognitive Outcomes

  • Thomas Cornelissen
  • Christian Dustmann
American Economic Journal: Economic Policy
vol. 11, no. 2, May 2019
(pp. 35-63)
Download Full Text PDF
(Complimentary)

Abstract

We estimate the effects of receiving additional schooling before age five 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 six years after exposure. We find significant effects on both cognitive and noncognitive outcomes at ages five and seven, 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.

Citation

Cornelissen, Thomas, and Christian Dustmann. 2019. "Early School Exposure, Test Scores, and Noncognitive Outcomes." American Economic Journal: Economic Policy, 11 (2): 35-63. DOI: 10.1257/pol.20170641

Additional Materials

JEL Classification

  • I21 Analysis of Education
  • J13 Fertility; Family Planning; Child Care; Children; Youth
There are no comments for this article.
Login to Comment