Impact of mandatory preprimary on learning in a developing country

强制性学前教育对发展中国家学习的影响

• 批准号: 10727719
• 负责人: Susan W Parker
• 金额: $ 44.37万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10727719
• 关键词: Achievement; Advocate; Affect; Age; Area; Characteristics; Child; Cognitive; Communities; Country; Data; Databases; Developing Countries; Development; Disparity population; Education; Enrollment; Fertility; Foundations; Future Teacher; Gender; Heterogeneity; Income; Indigenous; Inequality; International; Investments; Knowledge; Laws; Learning; Life; Marriage; Methodology; Mexican; Mexico; Natural experiment; Outcome; Performance; Phase; Play; Poverty; Primary Schools; Privatization; Reading; Research; Research Project Grants; Role; Running; Schools; Socioeconomic Status; Standardization; Students; Testing; Time; achievement test; cohort; disability; effectiveness research; improved; instrument; interest; labor force participation; learning outcome; low and middle-income countries; novel; programs; residence; sixth grade; teacher; third grade; time use

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.

项目摘要 2002年，墨西哥宣布了一项教育改革，将三年学前教育定为义务教育 从2004年开始逐步实施这一改革。学前教育是 作为改善教育和生活成果的关键工具， 现有证据侧重于对高收入国家儿童的影响。在贫穷的环境中， 学前教育，特别是在处境最不利的人口中， 在改善生活结果方面的作用。墨西哥的学前教育改革提供了一个独特的自然 在一个低收入和中等收入国家， （低收入、中等收入和中等收入国家）的背景以及这些影响如何因性别、土著、残疾和社会地位而异。 经济地位。使用墨西哥全国2100万学生的纵向管理数据 从2006年到2013年之间的墨西哥学校的宇宙，我们提供了关于 这一改革对小学儿童学习成果的影响约为5年 学前教育改革后。目标1研究强制性学前教育对随后年龄的影响 小学入学率、年级保持率和儿童在小学的成绩。目的2 研究学前教育质量的作用，包括学前教育质量如何在 义务学前教育改革以及学前教育质量的差异如何影响教育成果。 最后，目标3研究了父母对子女的投资如何在中期变化， 强制性学前改革，包括父母与子女相处的时间和子女的时间利用。 这项研究将使用异常丰富的全国范围的纵向数据，以提供新的证据， 在一个主要的低收入中等收入国家，学前教育对小学教育的影响， 对学前教育质量和家长投资的影响以及相关影响。我们的研究 有助于一个研究不足的领域-学前教育在LMIC设置的有效性 以及学前教育如何有助于减少不平等和改善学习。