Early School Exposure, Test Scores, and Noncognitive Outcomes
利用英国学校入学规则导致的入学年龄和第一学年长度差异，结合调查与行政记录，发现五岁前额外学校教育对五岁和七岁时的认知与非认知结果有显著影响，尤其对弱势背景男孩，但认知效应在十一岁时消失，非认知效应仍存。
We estimate the effects of receiving additional schooling before age five on cognitive and noncognitive outcomes, exploiting unique school entry rules in England that cause variation in the age at school entry and the effective length of the first school year, and combining survey data with administrative school records up to six years after exposure. We find significant effects on both cognitive and noncognitive outcomes at ages five and seven, particularly so for boys with a disadvantaged parental background. At age 11, effects on cognitive outcomes have disappeared, while there is still evidence for effects on noncognitive outcomes.