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The impact of pre-school on adolescents’ outcomes: evidence from a recent English cohort

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>12/2013
<mark>Journal</mark>Economics of Education Review
Number of pages17
Pages (from-to)183-199
Publication StatusPublished
Early online date1/09/13
<mark>Original language</mark>English


This paper investigates the relationship between attendance at pre-school school and, children's outcomes into early adulthood. In particular, we are interested in: child cognitive, development at ages 11, 14 and 16; intentions towards tertiary education; economic activity in early, adulthood; and a group of non-cognitive outcomes such as risky health behaviour; and personality, traits. Using matching methods to control for a very rich set of child and family characteristics, we find, evidence that pre-school childcare moderately improves results in cognitive tests at age 11 and 14 and, 16. Positive effects are especially noticeable for girls and children from disadvantaged socio-economic, backgrounds. Results for non-cognitive outcomes are weaker: we do not find any significant evidence, of improvement in psychological well-being, petty crime involvement, or on almost all health, behaviours. While the cognitive effects may well serve to reduce lifecycle inequalities there is no, support here for other important social benefits.