Does Early Education Influence Key Stage 1 Attainment? Evidence for England from the Millennium Cohort StudyAnitha George, Lucy Stokes and David Wilkinson National Institute Economic Review, 2012, vol. 222, issue 1, R67-R80 Abstract: There is a body of evidence that shows that early education improves cognitive and social development for children while they are still attending, but the longer-term impacts depend on the quality of early education. Much of this evidence in England relates to a period when attendance rates at early education were around 60 per cent. Since then, early education has expanded through the guarantee of free provision for three- and four-year-olds, such that attendance at early education is now almost universal. This paper uses data from the Millennium Cohort Study to consider whether, in an era of near universal provision, early education is still associated with detectable improvements in outcomes for children. The analysis focuses on attainment in Key Stage 1 assessments when children were aged seven and finds that the overall impact of early education on Key Stage 1 attainment is modest, but that the impact is generally greater for those children who experienced poverty when they entered early education. Keywords: Early Education; child attainment; Key Stage 1; Millennium Cohort Study (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:niesru:v:222:y:2012:i:1:p:r67-r80 Access Statistics for this article More articles in National Institute Economic Review from National Institute of Economic and Social Research Contact information at EDIRC. |
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