Universal preschool and cognitive skills – the role of school starting age as a moderating factor

Previous empirical evidence is mixed regarding the impact of universal preschool on cognitive skills. We show that enrollment can test scores positively if it does not lead to earlier school enrollment. examine rich student data and use different cutoff dates in Hungary separate beneficial direct effect from a negative indirect may occur through find significant impacts: 6th-grade reading (math) increase by 9.0 (6.3) percent standard deviation for children who enroll year earlier. This persists 10th grade larger among disadvantaged children. The findings support importance improving skills equity. They highlight key consideration policy evaluation design help reconcile ambiguities previous evidence.