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The long-run impacts of early childhood education: Evidence from a failed policy experiment
ARTICLE

, Department of Economics, McMaster University, Canada ; , Department of Economics, Wilfrid Laurier University, Canada

Economics of Education Review Volume 36, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

We investigate short and long-term effects of early childhood education using variation created by a policy experiment in British Columbia, Canada. Our findings imply being in kindergarten longer increases the probability of repeating the third grade, and decreases tenth grade math and reading scores. Effects are highest for low income students and males. Estimates suggest that more time in kindergarten may have a detrimental effect on future outcomes.

Citation

DeCicca, P. & Smith, J. (2013). The long-run impacts of early childhood education: Evidence from a failed policy experiment. Economics of Education Review, 36(1), 41-59. Elsevier Ltd. Retrieved April 16, 2021 from .

This record was imported from Economics of Education Review on January 28, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.05.003

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