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Zonder onderwerpscode: wereldeconomie, ontwikkelingsproblematiek

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The authors study the effect of pre-primary education on children's subsequent school outcomes by exploiting a unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance in the context of a rapid expansion in the supply of pre-primary places. Using a within household estimator, they find small gains from preschool attendance at early ages that magnify as children grow up. By age 15, treated children have accumulated 0.8 extra years of education and are 27 percentage points more likely to be in school compared with their untreated siblings. Instrumental variables estimates that control for nonrandom selection of siblings into preschool lead to similar results. The authors speculate that early grade repetition harms subsequent school progression and that pre-primary education appears as a successful policy option to prevent early grade failure and its long lasting consequences.

Adolescent Health --- Average attendance --- Compulsory schooling --- Education --- Education for All --- Educational Sciences --- Enrollment --- Grade retention --- Health, Nutrition and Population --- Preschool education --- Primary Education --- Primary education --- Primary school --- Primary school performance --- Retention rates --- School system --- Youth and Government

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This book is open access under a CC BY-NC-ND 3.0 IGO license.  The Early Years analyzes the development of Latin American and Caribbean children and makes a compelling case for government intervention in what is instinctively a family affair. Spending on effective programs for young children is an investment that, if done well, will have very high returns, while failure to implement such programs will lower the returns on the hefty investments being made in primary, secondary, and higher education. Policies for young children belong at the core of a country's development agenda, alongside policies to develop infrastructure and strengthen institutions. However, if the services provided (or funded) by governments are to benefit children, they must be substantially better than what is currently being delivered in the region. This book offers suggestions for improving public policy in this critical area.

Development economics. --- Social policy. --- Economic development. --- International economics. --- Childhood. --- Adolescence. --- Industrial management—Environmental aspects. --- Development Economics. --- Children, Youth and Family Policy. --- Development Studies. --- International Economics. --- Childhood, Adolescence and Society. --- Sustainability Management. --- Teen-age --- Teenagers --- Puberty --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Development, Economic --- Economic growth --- Growth, Economic --- Economic policy --- Economics --- Statics and dynamics (Social sciences) --- Development economics --- Resource curse --- National planning --- State planning --- Family policy --- Social history --- Economic development --- Economic policy, Foreign --- Economic relations, Foreign --- Economics, International --- Foreign economic policy --- Foreign economic relations --- Interdependence of nations --- International economic policy --- International economics --- New international economic order --- International relations --- Economic sanctions --- Development --- International economic relations. --- Children.

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We conducted an experiment in low-income urban schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math scores by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.7 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Our results demonstrate that communicating existing school information to parents frequently can shrink parent-school information gaps and improve school outcomes in a light-touch, scalable, and cost-effective way.