Early childhood education and cognitive outcomes in adolescence: a longitudinal study from Vietnam

Rogers, Robert F.; Doan, Huong Thi Thanh; Nguyen, Tra; Nguyễn, Ngọc Ánh

doi:10.1080/09645292.2019.1657798

Cited by 3 publications

(3 citation statements)

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“…Betancur et al (2024) found evidence that preprimary education could be a promising pathway to close the urban-rural academic achievement gap. Rogers et al (2019) find that preprimary education in Vietnam is highly effective and positively correlated with cognitive outcomes later in life.…”

Section: Literature Reviewmentioning

confidence: 78%

“…In Lai Chau, for example, the difference between approved BC and actual BC is quite substantial. Specifically, Lai Chau was short of 227 preprimary teachers within their approved BC for the school year of 2018-2019(Thu Ha, 2018. In other words, using the numbers of preprimary teachers from General Statistics Office (2018), this shortage represents 9.5% of active primary teachers.…”

Section: Provincesmentioning

confidence: 99%

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Financing Preprimary Education: How Vietnamese Provinces Allocate Scarce Resources

Nguyen-Hoang,

Ngoc Tran

2023

Public Finance and Management

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This study is the first to examine how provinces allocate resources for preprimary education in Vietnam. We find that despite reliance on the central government’s Decision 46, provinces in Vietnam show considerable autonomy and exhibit substantial variation in how they allocate education aid to preprimary education. The variation comes to light in how they allocate funds between salary and non-salary purposes and how they fiscally treat different types of students, namely socio-economically disadvantaged students, students with disabilities and in different grade levels. This study paves the way for exploration of a multitude of unanswered research inquiries in preprimary education in Vietnam.

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Section: Literature Reviewmentioning

confidence: 78%

Section: Provincesmentioning

confidence: 99%

Financing Preprimary Education: How Vietnamese Provinces Allocate Scarce Resources

Nguyen-Hoang,

Ngoc Tran

2023

Public Finance and Management

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“…Only two previous studies have capitalized on these advantages. One study examined children’s receptive vocabulary and knowledge of mathematics when they were 12 years old ( Rogers et al, 2019 ). It compared children who did not attend preschool with children who attended preschool for three different periods of time (less than 1 year, from one to less than 2 years or more than 2 years).…”

Section: Introductionmentioning

confidence: 99%

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Dinh

Robinson²

2023

Front. Psychol.

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IntroductionFour analytic approaches examined the effectiveness of preschool education in Vietnam, which provides a context in which national curricula and teaching standards for preschools and schools, high levels of preschool attendance, and fee subsidies for disadvantaged children, limit the heterogeneity in children’s experiences that often obscure the outcomes associated with preschool attendance.MethodsThe Young Lives Study provided longitudinal data on children’s receptive vocabulary, mathematics, and life satisfaction at 5, 8, 12, and 15 years of age, and on their self-concept and relationships at 12 and 15 years.ResultsThe first analysis found that children who attended preschool (n = 1,562 at 5 years of age) had larger vocabularies at 5, 8, 12, and 15 years, greater mathematics knowledge at 5, 8, and 12 years, and higher life satisfaction at 5 and 12 years of age than the small number of children who did not attend preschool (n = 164 at 5 years of age). The second, found that the dose of preschool education (hours per week × 4 × months) received by children who attended preschool was positively associated with their receptive vocabulary and mathematics scores at 5, 8, 12, and 15 years of age, and with their life satisfaction at 5 and 15 years of age. Although the magnitude of the effect for vocabulary declined over time, it remained stable for mathematics. The third analysis found that a high dose of preschool education allowed disadvantaged rural children to achieve comparable or better scores than their urban peers for receptive vocabulary at 8, 12, and 15 years, mathematics at 12 years, and life satisfaction at all ages. The final analysis found that even a low dose of preschool education improved rural children’s receptive vocabulary at 5, 8, and 15 years, and their numeracy/mathematics scores at 5, 8, and 12 years.DiscussionTogether, the results suggest that preschool attendance had a small but meaningful positive association with Vietnamese children’s cognitive skills and life satisfaction that persisted for at least 10 years. These findings provide insights into the scale, scope, and longevity of effects that can be achieved from scaled-up preschool programs under resource-constrained conditions.

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Cooperation and cognition gaps for salinity: A field experiment of information provision in urban and rural areas of Bangladesh

Asma

Kotani

2021

Journal of Cleaner Production

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Early childhood education and cognitive outcomes in adolescence: a longitudinal study from Vietnam

Cited by 3 publications

References 30 publications

Financing Preprimary Education: How Vietnamese Provinces Allocate Scarce Resources

Financing Preprimary Education: How Vietnamese Provinces Allocate Scarce Resources

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Cooperation and cognition gaps for salinity: A field experiment of information provision in urban and rural areas of Bangladesh

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