Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
This is one of the few studies that estimate the effects of type of childhood care on academic achievement at higher grade levels by linking day care registers to educational registers. We use entire birth cohorts of ethnic Danish children, enrolled in either center based day care or family day care at age 2. Exploiting municipality variation in the composition of types of child care our results show that center based day care improves grades in Danish language in the final year of compulsory school with around 0.2 standard deviations.