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Preschool and Parental Response in a Second Best World: Evidence from a School Construction Experiment

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  • Adrien Bouguen

    (PSE - Paris-Jourdan Sciences Economiques - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique, PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Deon Filmer

    (BM = WB - La Banque Mondiale = The World Bank - WBG = GBM - World Bank Group = Groupe Banque Mondiale)

  • Karen Macours

    (PSE - Paris-Jourdan Sciences Economiques - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - INRA - Institut National de la Recherche Agronomique - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique, PSE - Paris School of Economics - UP1 - Université Paris 1 Panthéon-Sorbonne - ENS-PSL - École normale supérieure - Paris - PSL - Université Paris Sciences et Lettres - EHESS - École des hautes études en sciences sociales - ENPC - École nationale des ponts et chaussées - CNRS - Centre National de la Recherche Scientifique - INRAE - Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement)

  • Sophie Naudeau

    (BM = WB - La Banque Mondiale = The World Bank - WBG = GBM - World Bank Group = Groupe Banque Mondiale)

Abstract

Interventions targeting early childhood development hold promise for increasing human capital and reducing the intergenerational transmission of poverty. This paper presents results from a randomized evaluation of a preschool construction program in Cambodia, and suggests caution. The overall impact of the program on early childhood outcomes was small and statistically insignificant. For the cohort with highest program exposure, the impact on cognitive indicators was negative; with the largest negative effects among children of poorer and less educated parents. The results are consistent with frequent underage enrollment in primary school in the absence of preschools, stricter enforcement of the minimum age for primary school entry after the intervention, substitution between primary and preschool following intervention, and difference in demand responses to the new preschools between more and less educated parents. The results show that contextual and program specifics, and behavioral responses, can potentially lead to perverse effects of programs.

Suggested Citation

  • Adrien Bouguen & Deon Filmer & Karen Macours & Sophie Naudeau, 2014. "Preschool and Parental Response in a Second Best World: Evidence from a School Construction Experiment," Working Papers hal-01090361, HAL.
    • Handle: RePEc:hal:wpaper:hal-01090361
    Note: View the original document on HAL open archive server: https://pjse.hal.science/hal-01090361v2
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    References listed on IDEAS

    as
    1. Karen Macours & Norbert Schady & Renos Vakis, 2012. "Cash Transfers, Behavioral Changes, and Cognitive Development in Early Childhood: Evidence from a Randomized Experiment," American Economic Journal: Applied Economics, American Economic Association, vol. 4(2), pages 247-273, April.
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    6. Norbert Schady & Jere Behrman & Maria Caridad Araujo & Rodrigo Azuero & Raquel Bernal & David Bravo & Florencia Lopez-Boo & Karen Macours & Daniela Marshall & Christina Paxson & Renos Vakis, 2015. "Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries," Journal of Human Resources, University of Wisconsin Press, vol. 50(2), pages 446-463.
    7. Tania Barham & Karen Macours & John A. Maluccio, 2013. "Boys' Cognitive Skill Formation and Physical Growth: Long-Term Experimental Evidence on Critical Ages for Early Childhood Interventions," American Economic Review, American Economic Association, vol. 103(3), pages 467-471, May.
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    15. repec:idb:brikps:publication-detail,7101.html?id=32886 is not listed on IDEAS
    16. Karen Macours & Norbert Schady & Renos Vakis, 2012. "Cash Transfers, Behavioral Changes, and Cognitive Development in Early Childhood: Evidence from a Randomized Experiment," American Economic Journal: Applied Economics, American Economic Association, vol. 4(2), pages 247-273, April.
    17. Bouguen, Adrien & Filmer, Deon & Macours, Karen & Naudeau, Sophie, 2013. "Impact evaluation of three types of early childhood development interventions in Cambodia," Policy Research Working Paper Series 6540, The World Bank.
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    Full references (including those not matched with items on IDEAS)

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    Cited by:

    1. Holla,Alaka & Bendini,Maria Magdalena & Dinarte Diaz,Lelys Ileana & Trako,Iva, 2021. "Is Investment in Preprimary Education Too Low ? Lessons from (Quasi) ExperimentalEvidence across Countries," Policy Research Working Paper Series 9723, The World Bank.
    2. Bietenbeck, Jan & Ericsson, Sanna & Wamalwa, Fredrick M., 2019. "Preschool attendance, schooling, and cognitive skills in East Africa," Economics of Education Review, Elsevier, vol. 73(C).
    3. Barrera,Oscar & Macours,Karen & Premand,Patrick & Vakis,Renos, 2020. "Texting Parents about Early Child Development : Behavioral Changes and Unintended Social Effects," Policy Research Working Paper Series 9492, The World Bank.
    4. Jakiela, Pamela & Ozier, Owen & Fernald, Lia C.H. & Knauer, Heather A., 2024. "Preprimary education and early childhood development: Evidence from government schools in rural Kenya," Journal of Development Economics, Elsevier, vol. 171(C).
    5. Berkes, Jan & Bouguen, Adrien & Filmer, Deon & Fukao, Tsuyoshi, 2024. "Improving preschool provision and encouraging-demand: Evidence from a large-scale construction program," Journal of Public Economics, Elsevier, vol. 230(C).
    6. Krafft,Caroline Gould & Nikaein Towfighian,Samira & Raikes,Abbie & Mojgani,Rebecca Sayre, 2023. "What Can We Learn from Pre-Primary Quality Assurance Systems ? Evidence from theArab Republic of Egypt," Policy Research Working Paper Series 10482, The World Bank.
    7. Premand, Patrick & Barry, Oumar, 2022. "Behavioral change promotion, cash transfers and early childhood development: Experimental evidence from a government program in a low-income setting," Journal of Development Economics, Elsevier, vol. 158(C).
    8. Krafft,Caroline Gould & Raikes,Abbie & Nikaein Towfighian,Samira & Mojgani,Rebecca Sayre, 2023. "Quality and Inequality in Pre-Primary and Home Environment Inputs to Early ChildhoodDevelopment in Egypt," Policy Research Working Paper Series 10317, The World Bank.
    9. Kim, Janice H., 2022. "Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia," International Journal of Educational Development, Elsevier, vol. 94(C).

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