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Early School Exposure, Test Scores, and Noncognitive Outcomes

Cornelissen, T; Dustmann, C; (2019) Early School Exposure, Test Scores, and Noncognitive Outcomes. American Economic Journal: Economic Policy , 11 (2) pp. 35-63. 10.1257/pol.20170641. Green open access

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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.

Type: Article
Title: Early School Exposure, Test Scores, and Noncognitive Outcomes
Open access status: An open access version is available from UCL Discovery
DOI: 10.1257/pol.20170641
Publisher version: http://doi.org/10.1257/pol.20170641
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS > Dept of Economics
URI: https://discovery.ucl.ac.uk/id/eprint/10052469
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