Will Sooner Be Better ? The Impact of Early Preschool Enrollment on Cognitive and Noncognitive Achievement of Children

Olivier Filatriau (), Denis Fougere and Maxime To
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Olivier Filatriau: CREST

No 2013-10, Working Papers from Center for Research in Economics and Statistics

Abstract: In this paper we measure the effect of entering preelementary school at age 2 rather than 3 in France. Our identification strategy relies on ratios between the number of young children and the capacity of preelementary schools observed at the very local level. This information allows us to solve the endogeneity issue due to the potential correlation between unobserved determinants of early enrollment decision and children achievement. We measure this effect on schooling achievement in primary and lower secondary schools. We show that early enrollment in preelementary school improves cognitive and noncognitive skills at age six, and both literacy and numeracy from the third to the ninth grades.

Keywords: Schooling decision; Preschool; Human capital; Cognitive and noncognitive skills (search for similar items in EconPapers)
JEL-codes: I21 J13 (search for similar items in EconPapers)
Pages: 39
Date: 2013-05
New Economics Papers: this item is included in nep-edu, nep-neu and nep-ure
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Citations: View citations in EconPapers (3)

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Working Paper: Will Sooner Be Better? The Impact of Early Preschool Enrollment on Cognitive and Noncognitive Achievement of Children (2013)
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