Impact of mandatory preprimary on learning in a developing country

项目摘要 2002年，墨西哥宣布了一项教育改革，将三年的学前教育定为必修课 在小学开始之前，从2004年开始分阶段进行这项改革。预选IS 越来越多地被倡导为改善教育和生活结果的关键工具，但大多数 现有证据侧重于对高收入国家儿童的影响。在较差的情况下， 学前教育，特别是在处境最不利的人群中，可以发挥更大的作用。 在改善生活结果方面的作用。墨西哥的初选前改革提供了独特的自然 中低收入国家学前教育的全国效应研究 (LMIC)背景以及这些影响如何因性别、土著、残疾和社会原因而不同。 经济地位。使用墨西哥全国范围内2100万名学生的纵向管理数据 从2006到2013年的墨西哥学派的宇宙中，我们提供了关于 这项改革对小学儿童近五年学习成绩的影响 学前教育改革后。目的1研究强制性学前教育对后续年龄的影响 关于小学入学、年级保持和儿童在小学取得的成绩。目标2 研究学前教育质量的作用，包括学前教育质量在 强制性学前改革以及不同的学前质量如何影响教育结果。 最后，Aim 3研究了父母对子女的投资在中期运行中如何变化 强制性学前改革，包括父母与儿童在一起的时间和儿童的时间使用。 这项研究将使用异常丰富的全国范围内的纵向数据，为 学前教育对一个主要的LMIC小学教育的影响，研究这些教育的异质性 对学前教育质量和家长投资的影响和相关影响。我们的研究 对一个研究不足的领域做出贡献--LMIC环境下学前教育的有效性 以及学龄前教育如何有助于减少不平等和改善学习。

Project Summary In 2002, Mexico announced an educational reform to make three years of preprimary mandatory prior to the initiation of primary school, phasing in this reform beginning in 2004. Preprimary is increasingly advocated as a key instrument for improving educational and life outcomes, yet most available evidence focuses on impacts on children in high-income countries. In poorer contexts, preprimary education, particularly in the most disadvantaged populations, could play even larger roles in improving life outcomes. Mexico’s preprimary reform provides a unique natural experiment to study the nationwide effects of preprimary in a low-and-middle-income country (LMIC) context and how these effects may vary by gender, indigeneity, disability and socio- economic status. Using nationwide longitudinal Mexican administrative data on 21 million students from the universe of Mexican School between 2006 and 2013, we provide novel evidence on the effects of this reform on learning outcomes of children in primary school approximately five years post preprimary reform. Aim 1 studies the impacts of mandatory preprimary on subsequent ages of primary school entry, grade retention, and achievement for children in primary school. Aim 2 studies the role of preprimary quality, including how preprimary quality changed under the mandatory preprimary reform and how varying preprimary quality affects education outcomes. Finally, Aim 3 studies how parental investments in children change in the medium run under the mandatory preprimary reform, including parental time with children and the time use of children. The study will use unusually rich nation-wide longitudinal data to provide novel evidence on the effects of preprimary on primary education in a major LMIC, studying the heterogeneity of such effects as well as related impacts on preprimary quality and parental investments. Our research contributes to an understudied area of research- the effectiveness of preprimary in LMIC settings and how preprimary can contribute to reducing inequality and improving learning.