Giving children a better start: Preschool attendance and school-age profiles
Giving children a better start: Preschool attendance and school-age profiles
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DOI：
10.1016/j.jpubeco.2007.10.007
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发表时间：
2008-06-01
影响因子：
9.8
通讯作者：
Manacorda, Marco
中科院分区：
文献类型：
--
作者：
Berlinski, Samuel;Galiani, Sebastian;Manacorda, Marco
我们研究学前教育对儿童随后的学业成绩的影响，利用乌拉圭家庭调查（ECH）的一个独特功能，收集学前教育入学率的背景下，在学前教育场所的供应迅速扩大的回顾性信息。使用家庭内部估计器，我们发现幼儿园入学率的微小收益随着孩子的成长而放大。到15岁时，接受治疗的儿童已经积累了0.8年的额外教育，与未接受治疗的兄弟姐妹相比，上学的可能性高出27个百分点。工具变量估计，试图控制非随机选择的兄弟姐妹进入学前班导致类似的结果。在低收入国家，学前教育似乎是一项成功和具有成本效益的政策，可防止低年级留级及其长期后果。(c)2007 Elsevier B.V.保留所有权利。
We study the effect of pre-primary education on children's subsequent school outcomes by exploiting a unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance in the context of a rapid expansion in the supply of pre-primary places. Using a within household estimator, we find small gains from preschool attendance at early ages that get magnified as children grow up. By age 15, treated children have accumulated 0.8 extra years of education and are 27 percentage points more likely to be in school compared to their untreated siblings. Instrumental variables estimates that attempt to control for non random selection of siblings into preschool lead to similar results. Pre-primary education appears as a successful and cost-effective policy to prevent early grade failure and its long lasting consequences in low income countries. (c) 2007 Elsevier B.V. All rights reserved.