Abstract
ABSTRACT 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 3rd and 6th 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 1 standard deviation in 3rd grade, but that this influence is reduced and almost disappears when reaching 6th grade, particularly in reading.
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