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Using Foundation Stage Profile Assessments To Assess Outcomes From Early Years Education

Published online by Cambridge University Press:  26 March 2020

Rebecca Hopkin ,
Lucy Stokes  and
David Wilkinson
Rebecca Hopkin
Affiliation:
National Institute of Economic and Social Research
Lucy Stokes
Affiliation:
National Institute of Economic and Social Research
David Wilkinson*
Affiliation:
National Institute of Economic and Social Research
*
e-mail [email protected]
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Abstract

In the past decade early years education has expanded throughout England with progressive extensions in entitlement to some hours of free provision. Furthermore, there is consistent evidence that shows that early years education leads to improvement in cognitive and social development for children. This paper uses the latest data from the Millennium Cohort Study to consider whether, in an era of near universal provision, receipt of early years education still leads to better outcomes for children than for those who did not receive early years education and whether different characteristics of provision produce better outcomes. The outcome measures we consider are the Foundation Stage Profile Assessments that apply to all children in England.

Keywords

Early years educationchild outcomes
Type
Articles
Information
National Institute Economic Review , Volume 207 , January 2009 , pp. 102 - 112
Copyright
Copyright © 2009 National Institute of Economic and Social Research

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