Imagen de Portada

Pre-school contributions to future achievements

This paper provides recent evidence about the beneÖts of attending preschool on future performance. A non-parametric matching procedure is used over two outcomes: math and verbal scores at a national mandatory test (Saber11) in Colombia. It is found that students who had the chance of attending pres...

Descripción completa

Detalles Bibliográficos
Autor Principal: Gamboa Niño, Luis Fernando
Formato: Documento de trabajo (Working Paper)
Lenguaje:Español (Spanish)
Publicado: Universidad del Rosario 2014
Materias:
Educación primaria
Teoría de la educación
Educación preescolar::Aspectos Sociales
Desarrollo infantil
Rendimiento académico::Niños
Preschool
Education
Colombia
Acceso en línea:http://repository.urosario.edu.co/handle/10336/10859
id ir-10336-10859
recordtype dspace
institution EdocUR - Universidad del Rosario
collection DSpace
language Español (Spanish)
topic Educación primaria
Teoría de la educación
Educación preescolar::Aspectos Sociales
Desarrollo infantil
Rendimiento académico::Niños
Preschool
Education
Colombia
spellingShingle Educación primaria
Teoría de la educación
Educación preescolar::Aspectos Sociales
Desarrollo infantil
Rendimiento académico::Niños
Preschool
Education
Colombia
Gamboa Niño, Luis Fernando
Pre-school contributions to future achievements
description This paper provides recent evidence about the beneÖts of attending preschool on future performance. A non-parametric matching procedure is used over two outcomes: math and verbal scores at a national mandatory test (Saber11) in Colombia. It is found that students who had the chance of attending preschool obtain higher scores in math (6.7%) and verbal (5.4%) than those who did not. A considerable fraction of these gaps comes from the upper quintiles of studentís performance, suggesting that preschool matters when is done at high quality institutions. When we include the number of years at the preschool, the gap rises up to 12% in verbal and 17% in math.
format Documento de trabajo (Working Paper)
author Gamboa Niño, Luis Fernando
author_facet Gamboa Niño, Luis Fernando
author_sort Gamboa Niño, Luis Fernando
title Pre-school contributions to future achievements
title_short Pre-school contributions to future achievements
title_full Pre-school contributions to future achievements
title_fullStr Pre-school contributions to future achievements
title_full_unstemmed Pre-school contributions to future achievements
title_sort pre-school contributions to future achievements
publisher Universidad del Rosario
publishDate 2014
url http://repository.urosario.edu.co/handle/10336/10859
_version_ 1645140919239835648
spelling ir-10336-108592019-09-19T12:37:01Z Pre-school contributions to future achievements Gamboa Niño, Luis Fernando Educación primaria Teoría de la educación Educación preescolar::Aspectos Sociales Desarrollo infantil Rendimiento académico::Niños Preschool Education Colombia This paper provides recent evidence about the beneÖts of attending preschool on future performance. A non-parametric matching procedure is used over two outcomes: math and verbal scores at a national mandatory test (Saber11) in Colombia. It is found that students who had the chance of attending preschool obtain higher scores in math (6.7%) and verbal (5.4%) than those who did not. A considerable fraction of these gaps comes from the upper quintiles of studentís performance, suggesting that preschool matters when is done at high quality institutions. When we include the number of years at the preschool, the gap rises up to 12% in verbal and 17% in math. 2014 2015-09-22T12:49:28Z info:eu-repo/semantics/workingPaper info:eu-repo/semantics/acceptedVersion Gamboa, L. F. (2014). Pre-school contributions to future achievements. Bogotá: Universidad del Rosario. http://repository.urosario.edu.co/handle/10336/10859 spa info:eu-repo/semantics/openAccess application/pdf Universidad del Rosario Facultad de Economía instname:Universidad del Rosario reponame:Repositorio Institucional EdocUR instname:Universidad del Rosario Anderson, L. M., Shinn, C., Fullilove, M. T., Scrimshaw, S.C., Fielding, J. E., Normand J. (2003). The e§ectiveness of early childhood development programs. American Journal of Preventive Medicine, 24, 32-46. Barnett, S. W. and Lamy C. E. (2006). Estimated impacts of number of years of preschool attendance on vocabulary, literacy and math skills at kindergarten entry. New Brunswick: National Institute for Early Education Research. Barnett, S. W. and Escobar C.M. (1987). The economics of early intervention: A review, Review of Educational Research, 57, 387-414. Barnett, S. W. (1995). Long-term e§ects of the early childhood programs on cognitive and school outcomes. The future of Children, 5(3), 25-50. Barnett, S. W. (2008). Preschool education and its lasting e§ects: Research and policy implications (EPRU Policy Brief). Boulder and Tempe: Education and the Public Interest Center & Education and Policy Research Unit. Berhman, J. R., Cheng Y. , and Todd P. E. (2004). Evaluating preschool programs when length of exposure to the program varies: a nonparametric approach, The Review of Economics and Statistics 86 (1): 108-132. Berlinski, S., Galiani, S., and Manacorda, M. (2008). Giving children a better start: Preschool attendance and school-age proÖles. Journal of Public Economics, 92(5ñ6), 1416ñ1440. Bernal, R., and Camacho, A. (2010). La importancia de los programas para la primera infancia en Colombia. Documentos CEDE. Bernal R., and Camacho A.. (2012) La polÌtica de Primera Infancia en el contexto de la Equidad y Movilidad Social en Colombia. October. Universidad de los Andes, Documentos de Trabajo CEDE, p.78. Burchinal, M. R., Campbell, F. A., Bryant, D. B., Wasik, B. H., & Ramey, C. T. (1997). Early intervention and mediating processes in cognitive performance of children of low-income African-American families. Child Development, 68(5),935ñ954. Caught, M . O., Di Pietro, J. A., and Strobino, D . M. (1994) . Day-Care participation as a protective factor in the cognitive development of low-income children. Child Development, 65, 457-471. Connolly. J, Coopan M., and Kvalsig JD. (1991) The e§ects of parasite infections on cognitive processes in children. Ann Trop Med Parasitol; 73: 501-6. Cunha, F., Heckman, J. J., Lochner, L. J., & Masterov, D. V. (2006). Interpreting the evidence on life cycle skill formation. In E. A. Hanushek & F. Welch (Eds.), Handbook of the economics of education. Amsterdam: North-Holland. Currie, J. (2001). Early childhood intervention programs: what do we know? Journal of Economic Perspectives, 15, 213-238. Fortin, N., T. Lemieux and S. Firpo (2011). Decomposition Methods in Economics. In Handbook of Labor Economics. Vol 4a. Ch.1 pp 2-102. Glewwe, P. and Jacoby H. (1995). An economic analysis of delayed primary school enrollment in a low income country: The role of early childhood nutrition. The Review of Economics and Statistics, 77(1), 156-169 Hazarika G. and Viren V. (2013) The e§ect of early childhood developmental program attendance on future school enrollment in rural North India. Economics of Education Review 34 146ñ161 Harmon, C. and Walker I. , (1998). ìSelective Schooling and the Returns to the Quantity and Quality of Education: Evidence for men in England and Walesî manuscript Department of Economics, University College Dublin. Heckman, J. (2000). Policies to foster human capital. Research in Economics, 54, 3ñ56. Heckman, J. (2008). Schools Skills and Synapses. NBER Working Papers 14064 Heckman, J., & Masterov, D. M. (2004). The productivity argument for investing in young children. Working paper 5, Invest in kids working group, Center for Economic Development. Hazarika, G., and Bedi, A. S. (2009). Child work and schooling costs in rural northern India. In R. Kanbur & J. Svejnar (Eds.), Labor markets and economic development. Oxon/New York: Routledge. Loeb, S., Bridges M., Bassok D., Fuller B. and Rumberger R. W. (2007). How much is too much? The ináuence of preschool centers on childrenís social and cognitive development, Economics of Education Review, 26 (1), 52-66. Magnuson, K A., Ruhm, C, and Waldfogel, J (2007a) Does prekindergarten improve school preparation and performance? Economics of Education Review, 26, 33-51. Magnuson, K A., Ruhm, C, and Waldfogel, J. (2007b). The persistence of preschool e§ects: Do subsequent classroom experience matter? Early Childhood Research Quarterly, 22(1), 18-38. Nelson, G., Westhues, A., and MacLeod, J. (2003). A meta-analysis of longitudinal research on preschool prevention programs for children. Prevention and Treatment, 6, 1-35. Nores, M., and Barnett, S. W. (2010). BeneÖts of early childhood interventions across the world: (Under)investing in the very young. Economics of Education Review, 29(2), 271ñ282. —opo, H. (2008). ìMatching as a Tool to Decompose Wage Gaps.î The Review of Economics and Statistics, 90(2), pp. 290-299. —opo, H. (2003). "Matching as a Tool to Decompose Wage Gaps," Middlebury College Working Paper Series 0406, Middlebury College, Department of Economics. Peisner-Feinberg, E.S., Burchinal, M.R., Cli§ord, R.M., Culkin, M.L., Howes, C., Kagan, S.L., and Yazegian, N. (2001). The relation of preschool child-care quality to childrenís cognitive and social development trajectories through second grade. Child Development, 72 (5), 1534-1553. Reynolds, A. J. (1995). One year of preschool intervention or two: Does it matter? Early Childhood Research Quarterly, 10(1), 1-31. Robertson, D. and Symons, J. (1996). ìDo Peer Groups Matter? Peer Group Versus Schooling E§ects on Academic Attainment,î Centre for Economic Performance, London School of Economics, WP No. 311. Skibbe, L. E., Connor C., Morrison F., and Jewekes A. M. (2011). Schooling e§ects on preschoolersí self-regulation, early literacy, and language growth, Early Childhood Research Quarterly, 26, 42-49. Ritblatt, S. N., Brassert, S. ,Johnson R. and Gomez F. (2001). Are two better than one? The impact of years in Head Start on child outcomes, family environment, and reading at home, Early Childhood Research Quarterly, 16: 525-537. Temple, J. A., and Reynolds, A. J. (2007). BeneÖts and costs of investments in preschool education: Evidence from the Child-Parent Centers and relat- ed programs. Economics of Education Review, 26(1), 126ñ144. UNESCO (2011). The Education for All Global Monitoring Report. Avaliable at http://unesdoc.unesco.org/images/0022/002256/225660e.pdf on April 10th 2014.
score 12,131701

Ejemplares similares