Full-day Kindergarten and the development of non-cognitive skills *

We take advantage of the roll out of universal full-day Kindergarten in British Columbia (B.C.), Canada to provide new evidence on the effects of FDK on children’s emotional and behavioral development. Schools serving approximately half of B.C. students adopted FDK in 2010/11 with the remainder following in 2011/12. We implement a difference-in-differences research design that identifies the effects of interest by comparing within school differences in outcomes across cohorts in schools that were early adopters to those that were late adopters.