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Educación Preescolar y Rendimiento Escolar en las Escuelas Públicas de Montevideo

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Author Info

  • Renato Aguilar

    (Departamento de Economía, University of Gothenburg, Sweden)

  • Ruben Tansini

    ()
    (Departamento de Economía, Facultad de Ciencias Sociales, Universidad de la República)

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    Abstract

    In this paper we try to explain the academic performance of a sample of children starting their first year at public schools in 1999 in Montevideo, Uruguay. We are mainly interested in the effect of pre-school education on the children’s academic results. We found fairly strong empirical evidence suggesting that pre-school education has significant short and long-term positive effect on these children’s results. We also found that other factors connected with schools and with households lie behind children’s short-term and long-term performance. It is also important to note that the results for boys are clearly differentiated from those for girls.

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    File URL: http://www.fcs.edu.uy/archivos/2010.pdf
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    Bibliographic Info

    Paper provided by Department of Economics - dECON in its series Documentos de Trabajo (working papers) with number 2010.

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    Length: 35 pages
    Date of creation: Nov 2010
    Date of revision:
    Handle: RePEc:ude:wpaper:2010

    Contact details of provider:
    Postal: Constituyente 1502, 6to piso, CP 11200, Montevideo
    Phone: (598) 2410-6449
    Fax: (598) 2410-6450
    Email:
    Web page: http://www.fcs.edu.uy/subcategoria.php?SubCatId=48&CatId=53
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    Related research

    Keywords: pre-school education; school performance; Education Production Function; Probit; Tobit; Oaxaca-Blinder; Uruguay.;

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    References

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    1. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
    2. Eric A. Hanushek, . "Interpreting Recent Research on Schooling in Developing Countries," Wallis Working Papers WP3, University of Rochester - Wallis Institute of Political Economy.
    3. Katherine A. Magnuson & Christopher J. Ruhm & Jane Waldfogel, 2004. "Does Prekindergarten Improve School Preparation and Performance?," NBER Working Papers 10452, National Bureau of Economic Research, Inc.
    4. Tamás Bartus, 2006. "Marginal effects and extending the Blinder–Oaxaca decomposition for nonlinear models," United Kingdom Stata Users' Group Meetings 2006 05, Stata Users Group.
    5. Alissa Goodman & Barbara Sianesi, 2005. "Early education and children's outcomes: low long do the impacts last?," Fiscal Studies, Institute for Fiscal Studies, vol. 26(4), pages 513-548, December.
    6. Ben Jann, 2008. "The Blinder–Oaxaca decomposition for linear regression models," Stata Journal, StataCorp LP, vol. 8(4), pages 453-479, December.
    7. Samuel Berlinski & Sebastian Galiani & Paul Gertler, 2006. "The Effect of Pre-Primary Education on Primary School Performance," William Davidson Institute Working Papers Series wp838, William Davidson Institute at the University of Michigan.
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