The Long-Term Noncognitive Effects of Delayed Kindergarten Entry

• In Event: Roundtable Session 97
  In Roundtable Session: Accommodating Data From Quasi-Experimental Designs

Abstract

Estimating the effects of kindergarten entry age on child outcomes is empirically challenging: Entry age is endogenous because the decision to delay school entry is a family’s choice that depends on a variety of factors that independently influence a child’s skill development. To overcome estimation bias, we employ an instrumental variables strategy to estimate the causal effects of entry age on non-cognitive outcomes. We leverage an exogenous source of variation – variation in children’s birthdays and their proximity to kindergarten entrance cutoff dates – to construct instruments for entry age. Results show that delaying entry is significantly associated with increases in self-control, interpersonal skills, peer relations, and approaches to learning. Delaying entry significantly relates to decreases in externalizing and internalizing problems.

Authors

• Ashlesha Datar, RAND Corporation

• Michael A. Gottfried, Loyola Marymount University