The effect of pre-primary education on primary school performance

Abstract

Although the theoretical case for universal pre-primary education is strong, the empirical foundation is weak. In this paper, we contribute to the empirical case by investigating the effect of a large expansion of universal pre-primary education on subsequent primary school performance in Argentina. We estimate that one year of preprimary school increases average third grade test scores by 8 percent of a mean or by 23 percent of the standard deviation of the distribution of test scores. We also find that preprimary school attendance positively affects student's self-control in the third grade as measured by behaviors such as attention, effort, class participation, and discipline. Executive summaryMost OECD and many middle income countries have turned to universal pre-primary education in order to give children a better start to life. While there is substantial empirical evidence that pre-primary school programs targeted to disadvantaged children have significant benefits, little is known about the benefits for the population as a whole. Indeed, there is some concern that separating pre-primary age children from their mothers while they are working may have detrimental effects on child development.In this paper, we attempt to shed some light on this debate by investigating the effect of a large expansion of universal pre-primary education on subsequent primary school performance in Argentina. We examine the returns to pre-primary education by taking advantage of a large infrastructure program aimed at increasing school attendance for children between the ages of 3 to 5. Between 1993 and 1999, Argentina constructed enough classrooms for approximately 175,000 additional children to attend preschool.Our results show that attending pre-primary school had a positive effect on subsequent third grade standardized Spanish and Mathematics test scores. We estimate that one year of pre-primary school increased average third grade test scores by 8 percent of a mean or by 23 percent of the standard deviation of the distribution of test scores. We also find that preprimary school attendance positively affected student's behavioral skills such as attention, effort, class participation, and discipline. This positive effect on behavioral skills provides evidence of possible pathways by which pre-primary might affect subsequent primary school test performance as preschool education facilitates the process of socialization and selfcontrol necessary to make the most of classroom learning. Moreover, behavioral skills are as important as cognitive skills to future success in life.

Can’t buy mommy’s love? Universal childcare and children’s long-term cognitive development

“…The existing studies evaluating the impact of universal childcare provision find effects of similar direction and size, despite being measured at an earlier age. In the case of an Argentinean reform, Berlinski et al (2009) find a substantial improvement of cognitive skills (by 0.23 SD) among children in the third grade. Analyzing the consequences of the introduction of universal childcare in Georgia (USA) on the reading and math skills among children in fourth grade, Fitzpatrick (2008) finds slightly lower effects and only for the population of disadvantaged children, defined as those living in rural areas.…”

Test score gaps between private and government sector students at school entry age in India

“…6. In Argentina, for example, Berlinski, Galiani, & Gertler (2009) report that a one year increase in pre-primary school increases average third grade test scores by 23% of a standard deviation. If similar relationships exist in India, then inequalities in preschool access probably contribute to inequalities in educational attainment observed later in the educational trajectory.…”

Can low skill teachers make good students? Empirical evidence from PIAAC and PISA

“…This makes a decrease from a total of 146,120 available students to a final working sample composed by 123,979 students, nested 10 The index of socioeconomic status in PISA is built combining an indicator for home possessions, (HOMEPOS), the higher parental occupation (HISEI) and the higher parental education expressed in years of schooling (PARED). 11 Following the literature pointing out the importance of early childhood education and demonstrating its positive impact on later student achievement (Barnett, 1995;Berlinski, Galiani, & Gertler, 2009;Brilli, Del Boca, & Monfardini, 2013). 12 From the OECD PISA Technical report: "School responsibility for curriculum and assessment: an index of the relative level of responsibility of school staff in issues relating to curriculum and assessment (RESPCURR) was computed from four items measuring the school principal's report concerning who had responsibility for curriculum and assessment ("Establishing student assessment policies", "Choosing which textbooks are used", "Determining course content", and "Deciding which courses are offered").…”