The impact of vouchers on preschool attendance and elementary school readiness: A randomized controlled trial in rural China

Wong, Ho Lun; Luo, Renfu; Zhang, Linxiu; Rozelle, Scott

doi:10.1016/j.econedurev.2013.03.004

Cited by 30 publications

(21 citation statements)

References 21 publications

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“…() found that attendance time in preschool programs was a significant predictor of children's academic skills. However, a noteworthy finding reported by Wong, Luo, Zhang, and Rozelle () is that attendance in preschool did not contribute to children's academic skills, when the staff quality and/or the quality of service they provided were inadequate.…”

Section: The Role Of School‐level Factors In Young Chinese Children'smentioning

confidence: 92%

“…A national‐ or provincial‐level monitoring system is needed to routinely examine the quality of early childhood programs in order to make sure that the quality of early childhood education provided is positively associated with children's academic skills. When the quality of preschool classroom is inadequately low, children might not even benefit from attending preschools (Wong et al., ). Also, children in rural communities should have priority in accessing public funding for higher quality early childhood services as they benefit more from attending preschools of higher quality (Li et al., ).…”

Section: Implications For Educational Practicesmentioning

confidence: 99%

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Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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This chapter addresses how child‐, family‐, and school‐level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school‐ and classroom‐level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.

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Section: The Role Of School‐level Factors In Young Chinese Children'smentioning

confidence: 92%

Section: Implications For Educational Practicesmentioning

confidence: 99%

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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“…We collected three measures of cognition: working memory, cognitive processing speed and scores from standardized tests of math. We collected one measure of non-cognitive outcomes: scores on a mental 2 These papers have been published elsewhere and interested readers are encouraged to refer to those papers for more detail (Liu et al, 2010;Miller et al, 2011;Luo et al, 2012a, b;Wang et al, 2012;Chen et al, 2013;Loyalka et al, 2013;Kleiman-Weiner, 2013;Sylvia et al, 2013;Wong et al, 2013;Yi et al, 2013;Zhang et al, 2013;Zhan et al, 2014). were measured on-site using a Hemocue Hb 201+ fi nger prick system.…”

Section: Data Collection and Outcome Measuresmentioning

confidence: 99%

Are Children with Siblings Really More Vulnerable Than Only Children in Health, Cognition and Non‐cognitive Outcomes? Evidence from a Multi‐province Dataset in China

Zhou

Luo

et al. 2016

China and World Economy

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The general goal of the present study is to analyze whether children with siblings lag behind their only-child counterparts in terms of health and nutrition, cognition and educational performance, and non-cognitive outcomes. We draw on a dataset containing 25 871 observations constructed from three school-level surveys spanning four provinces in China. The analysis compares children with siblings and only children aged 9 to 14 years old in terms of eight different health, cognitive and non-cognitive indicators. We fi nd that with the exception of the anemia rate, health outcomes of children with siblings are statistically indistinguishable from those of only children. In terms of cognition, children with siblings performed better than only children. Moreover, outcomes of children with siblings are statistically indistinguishable from those of only children in terms of the non-cognitive outcomes provided by measures of anxiety. According to our results, the same general fi ndings are true regardless of whether the difference between children with and without siblings is disaggregated by gender.

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“…By targeting worse-off households a living in poor communities through financial transfer mechanisms, the benefits of preschool can be extended to the under-privileged. Conditional cash transfers (CCT), which help parents to defray the cost of preschool, increased attendance by 35% in poor rural areas of China (Wong et al, 2013) and have shown some fruitful effects in Ghana (i.e., Livelihood Empowerment Against Poverty, LEAP) and a pilot CCT program in Burkina Faso (Akresh et al, 2013). Although in Africa, large costs, political will, and capacity building are still key barriers for implementation.…”

Section: Policy Implicationsmentioning

confidence: 99%

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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The impact of vouchers on preschool attendance and elementary school readiness: A randomized controlled trial in rural China

Cited by 30 publications

References 21 publications

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Are Children with Siblings Really More Vulnerable Than Only Children in Health, Cognition and Non‐cognitive Outcomes? Evidence from a Multi‐province Dataset in China

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

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