Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - The impact of pre-school on adolescents’ outcomes
T2 - evidence from a recent English cohort
AU - Apps, Patricia
AU - Mendolia, Silvia
AU - Walker, Ian
PY - 2013/12
Y1 - 2013/12
N2 - 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.
AB - 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.
KW - Childcare
KW - Child outcomes
U2 - 10.1016/j.econedurev.2013.09.006
DO - 10.1016/j.econedurev.2013.09.006
M3 - Journal article
VL - 37
SP - 183
EP - 199
JO - Economics of Education Review
JF - Economics of Education Review
SN - 0272-7757
ER -