Análisis Conjunto de la Asistencia a Preescolar y de su Impacto en el Rendimiento Escolar en el Corto y el Largo Plazo
AbstractThe outcomes of the cohort of first year pupils of primary school of Montevideo in 1999 reveal effectiveness, efficiency and equity problems of the system. The pupils do not complete primary cycle on schedule, the worst results are obtained by those who attend to schools of unfavorable socioeconomic context and half fails to finish the school cycle on schedule. One of the actions to address these shortcomings was the expansion of public pre-school education. Previous work on the cohort, by probit and OLS estimates, confirmed that preschool education has had a positive impact on short and long term school performance. However, these estimates could be biased by endogeneity of the variable pre-school, which in this paper we try to remedy through bivariate probit and treatment effects models. These new results confirm that in previous estimation by probit and OLS models, we underestimated the positive impacts of preschool attendance both in the short and the long run.
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Bibliographic InfoPaper provided by Department of Economics - dECON in its series Documentos de Trabajo (working papers) with number 3110.
Length: 29 pages
Date of creation: Dec 2010
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More information through EDIRC
preschool education; school results; bivariate probit; treatment effects; Uruguay;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-02-19 (All new papers)
- NEP-CIS-2011-02-19 (Confederation of Independent States)
- NEP-EDU-2011-02-19 (Education)
- NEP-LAB-2011-02-19 (Labour Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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