The long-run impacts of early childhood education: Evidence from a failed policy experiment

We investigate short and long-term effects of early childhood education using variation created by a policy experiment in British Columbia, Canada. Our findings imply being in kindergarten longer increases the probability of repeating the third grade, and decreases tenth grade math and reading scores. Effects are highest for low income students and males. Estimates suggest that more time in kindergarten may have a detrimental effect on future outcomes.