Joint analysis of preschool attendance and school performance in the short and long-run

Aguilar, Renato; Tansini, Rubén

doi:10.1016/j.ijedudev.2011.03.001

Cited by 18 publications

(12 citation statements)

References 4 publications

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“…Following previous studies (e.g., Aguilar and Tansini, 2012;Berlinski et al, 2008;Huisman and Smits, 2009;Longwe and Smits, 2012), we included individual demographic variables such as family composition, birth order and socioeconomic covariates such as wealth, mother's employment and parental education. At the community level, variables included were place of residence, aggregate community poverty (proportion of household in the bottom two wealth quintiles), community nutritional health (average stunting rate) and average community parental education as well as regional countries' dummies.…”

Section: Variablesmentioning

confidence: 99%

“…Investing in preschool education offers long-lasting and large returns for society in general (e.g., better education outcomes upon primary school entry, increased wage-earning potential) and can also address early gaps in opportunity (Alderman and Vegas, 2011;Aguilar and Tansini, 2012). Yet, we find that large within-country inequalities are reducing the future returns of preschool education of many children: 6,350 communities (or 44% of the total number of communities of the 21 countries) suffer from low attendance and strong wealth impacts.…”

Section: Policy Implicationsmentioning

confidence: 99%

“…Recent research focuses on specific countries such as Berlinski et al (2008) and Aguilar and Tansini (2012) in Uruguay, and Habibov (2012) in Central Asian countries. To fill this gap, this article examines the determinants of preschool attendance for 21 low and middle-income countries.…”

Section: Introductionmentioning

confidence: 99%

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Preschool attendance: a multilevel analysis of individual and community factors in 21 low and middle-income countries

Delprato

Dunne

Zeitlyn

2016

IJQRE

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This paper investigates how preschool attendance is shaped by individual and community factors for 71,806 children from 14,303 communities in 21 low-to middle-income countries using a multilevel analysis. We assess how these mechanisms vary by community and country wealth and the extent to which the variation of preschool attendance can be explained by the characteristics of children living in these communities. We find that of the total variation, 36% was attributable to communities and 12% to countries, with children's demographic and socioeconomic characteristics' explaining 23% of the between community variation. Community wealth and health are crucial determinants; in poor communities with high stunting rates, the chances of preschool attendance are at least halved. Our results suggest that the effect of community on preschool attendance is stronger in poorer countries with greater inequality between communities.Keywords: preschool attendance; wealth heterogeneity; communities; stunting; contextual effects; multilevel; country income groups; DHS data.Reference to this paper should be made as follows: Delprato, M., Dunne, M. and Zeitlyn, B. (2016) 'Preschool attendance: a multilevel analysis of individual and community factors in 21 low and middle-income countries', Int.

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Section: Variablesmentioning

confidence: 99%

Section: Policy Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

Preschool attendance: a multilevel analysis of individual and community factors in 21 low and middle-income countries

Delprato

Dunne

Zeitlyn

2016

IJQRE

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“…In Uruguay, children who had attended pre-school had by age 16 completed one more year of education than their siblings who had not, and were 30% less likely to have dropped out (Berlinski, Galiani & Manacorda 2008), whilst Aguilar and Tansini (2012) found that pre-school attendance was a major factor explaining school performance. Studies on the impact of ECD on child outcomes in South Africa cover mainly health benefits.…”

Section: Literature Reviewmentioning

confidence: 97%

Reflecting on an impact evaluation of the Grade R programme: Method, results and policy responses

Samuels

Taylor

Shepherd

et al. 2015

African Evaluation Journal

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This paper describes the expansion since 2001 of a public pre-school programme in South Africa known as ‘Grade R’, summarises the findings from an impact evaluation of the introduction of Grade R, discusses the policy recommendations flowing from the evaluation and reflects on the process of implementing the recommendations. The Grade R programme has expanded dramatically, to the point where participation is nearly universal. Although a substantial literature points to large potential benefits from pre-school educational opportunities, the impact evaluation reported on in this article demonstrated that the Grade R programme, as implemented until 2011, had a limited impact on later educational outcomes. Improving the quality of Grade R, especially in schools serving low socio-economic status communities, thus emerges as a key policy imperative. Recommended responses include professionalising Grade R teachers, providing practical in-service support, increasing access to appropriate storybooks, empowering teachers to assess the development of their learners, and improving financial record-keeping of Grade R expenditure by provincial education departments. The impact evaluation was initiated by the Department of Planning, Monitoring and Evaluation (DPME) and the Department of Basic Education (DBE), and was conducted by independent researchers. The move towards increased evaluation of key government programmes is important for shifting the focus of programme managers and policymakers towards programme outcomes rather than only programme inputs. Yet the process is not without its challenges: following a clear process to ensure the implementation of the lessons learned from such an evaluation is not necessarily straightforward.

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“…Badania dotyczące wpływu edukacji przedszkolnej na wyniki egzaminacyjne na późniejszych etapach kształcenia przeprowadzono także w Urugwaju (Aguilar, Tansini, 2012). Autorzy tych badań wskazują, że istnieją doświadczal-ne dowody na silny pozytywny wpływ edukacji przedszkolnej na wyniki dzieci w pierwszej klasie, oraz że występuje efekt długofalowy, który również jest pozytywny pomimo, że słabsze oddziaływanie widoczne jest jeszcze po 6 latach.…”

Section: Efekty Edukacji Przedszkolnejunclassified

Wskaźnik edukacyjny oraz poziom rozwoju społecznego jako tło wyników egzaminacyjnych na poziomie gimnazjalnym i ponadgimnazjalnym

Polcyn

Gawrysiak

2017

PBE

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In recent years, there has been an the increase in the number of publications discussing the need for investment in human capital as early as in the early stages of education. The often shown theory is that at the later stages of education it is an individual predisposition that has a greater impact than the support of the government system does. Therefore, the article draws attention to the role of preschool education, whose high quality could become a new target of such support. The study aimed to determine the effect of preschool education on learning outcomes at lower and upper secondary education. To accomplish this task, measures of determining the level of participation in preschool education and examination results at the end of lower and upper secondary schools aggregated at the district level (NTS-4) were used. The study also examined the relationship between the education index and the level of social development. The obtained preliminary results indicate significant differences between the level of social development on all analyzed levels of education and the education index. The results indicate further research which will allow for confirming the identified dependencies.

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Joint analysis of preschool attendance and school performance in the short and long-run

Cited by 18 publications

References 4 publications

Preschool attendance: a multilevel analysis of individual and community factors in 21 low and middle-income countries

Preschool attendance: a multilevel analysis of individual and community factors in 21 low and middle-income countries

Reflecting on an impact evaluation of the Grade R programme: Method, results and policy responses

Wskaźnik edukacyjny oraz poziom rozwoju społecznego jako tło wyników egzaminacyjnych na poziomie gimnazjalnym i ponadgimnazjalnym

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