Early School Exposure, Test Scores, and Noncognitive Outcomes | Zendy

Thomas Cornelißen | Zendy; Christian Dustmann | Zendy

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Early School Exposure, Test Scores, and Noncognitive Outcomes

Author(s) -

Thomas Cornelißen,

Christian Dustmann

Publication year - 2019

Publication title -

american economic journal economic policy

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 7.868

H-Index - 62

eISSN - 1945-7731

pISSN - 1945-774X

DOI - 10.1257/pol.20170641

Subject(s) - disadvantaged , cognition , test (biology) , cognitive test , psychology , developmental psychology , demography , medicine , economics , neuroscience , economic growth , paleontology , sociology , biology

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.

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