The influence of kindergarten on students’ performance
The Spanish case
Bibliographic Data
| ID | 12008293 |
|---|---|
| Authors | L A Lopez-Agudo (0000-0002-0906-3206, Universidad de Málaga, corresponding author), Oscar David Marcenaro-Gutierrez (0000-0003-0939-5064, Universidad de Málaga) |
| Year | 2023 |
| Volume | 63 |
| Issue | 3 |
| Pages | 1-27 |
| Publication date | 2023-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Science Journal (JOURNAL) |
| Journal identifiers | ISSN: 0362-3319 • E-ISSN: 1873-5355 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03623319.2023.2194473 |
| OpenAlex | W4362584854 |
| Language | EN |
| References cited | 37 |
Most Spanish parents enrol their children in preschool education (ages 3–5) as a way of preparing them for compulsory education. However, not all parents decide to enrol their children in kindergarten (ages 0 to 2). In this context, the aim of the present study is to analyse the influence of kindergarten attendance on students’ academic performance in third and sixth grades. In order to address this issue, we employ census and longitudinal data from the Spanish region of the Canary Islands and an instrumental variable approach to go beyond simple correlation. Our results show that kindergarten attendance improves students’ performance in around one standard deviation in third grade, but that this influence is reduced and almost disappears when reaching sixth grade, particularly in reading
Attendance · Census · Context (archaeology · Developmental psychology · Geography · Longitudinal study · Mathematics education · Political science · Population · Reading (process · Sociology · Statistics · Demography · Early Childhood Education and Development · Mathematics · Parental Involvement in Education · Psychology · School Choice and Performance
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| Highly cited | No |
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