Asistencia a Educación Preescolar y Desempeño Escolar en el Largo Plazo, Evidencia para Colombia
| Contribuinte(s) |
Cortes, Darwin Maldonado, Darío |
|---|---|
| Data(s) |
12/01/2016
|
| Resumo |
Reconociendo la importancia que tienen las inversiones durante los primeros años del ciclo de vida, en este documento se estima el efecto de la asistencia a preescolar sobre el desempeño escolar de largo plazo, medido a través del puntaje en las áreas de lenguaje y matemáticas de la prueba Saber 11 en Colombia. Para ello, se realiza la aproximación empírica a través de la metodología de variables instrumentales. Los resultados indican que la asistencia a un año adicional de educación preescolar reduce en 0.121 desviaciones estándar el puntaje obtenido en el área de lenguaje. No obstante, se identifica un efecto diferenciado a partir de variables que dan cuenta del estatus socioeconómico de los individuos. Universidad del Rosario This document studies the effect of preschool education on cognitive outcome of young people at the end of high school in Colombia. Using the Instrumental Variables Methodology, negative gains are found from preschool attendance. An additional year of preschool education is associated with a reduction of 0.121 and 0.079 standard deviations in language, and mathematics scores of Saber 11 test, respectively. Nevertheless, there are heterogeneous effects when the sample is divided by socioeconomic variables like mother’s education level, household income, and sector to which the school belongs. |
| Formato |
application/pdf |
| Identificador | |
| Idioma(s) |
spa |
| Publicador |
Facultad de Economía |
| Direitos |
info:eu-repo/semantics/openAccess |
| Fonte |
instname:Universidad del Rosario reponame:Repositorio Institucional EdocUR Angrist, J., & Pischke, J. (2009). Mostly Harmless Econometrics: An Empiricist’s Companion. Princenton University Press Attanasio, O., Bernal, R., Peña, X., & Vera, M. (2012). Evaluación de impacto del programa Jardines Sociales/Centro de Desarrollo Infantil. Centro de Estudios de Desarrollo Economicos-CEDE, Universidad de los Andes. Baker; M., Gruber, J., & Milligan, K. (2015). Non-Cognitive Deficits and Young Adult Outcomes: The Long-Run Impacts of a Universal Child Care Program. Working Paper 21571, National Bureau of Economic Research. Baker; M., Gruber, J., & Milligan, K. (2008). Universal child care, maternal labor supply, and Family Well-being. Journal of Political Economy, 116(4):709-745. Banco Interamericano de Desarrollo (2015). Los primeros años: El bienestar infantil y el papel de las políticas públicas. Barnett, W., Belfield, C., Montie, J., Nores, M., Schweinhart, L., & Xiang, Z. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40. Ypsilanti: High/Scope Press. Barnett, W., & Masee, L. (2002). A Benefit Cost Analysis of the Abecedarian Early Childhood Intervention. National Institute for Early Education Research Berlinski, S., S. Galiani y Gertler, P. (2009). “The effect of pre-primary education on primary school performance.” Journal of Public Economics, 93(1-2): 219-234. Berlinski, S., Galiani, S., & Manacorda, M. (2007). Giving children a better start: Preschool attendence and school-age profiles. Journal of Public Economics, 92: 1416-1440 Bernal, R., & Camacho, A. (2012). La política de primera infancia en el contexto de la equidad y movilidad social en Colombia. Documentos CEDE No. 33, Universidad de los Andes. Bernal, R., & Peña, X. (2011). Guía práctica para la evaluación de impacto. Ediciones Uniandes, Bogotá, Colombia. Bernal, R., & Camacho, A. (2010). La importancia de los programas para la primera infancia en Colombia. Documentos CEDE No. 20, Universidad de los Andes. Bernal, R., Fernández, C., Flórez, C., Gaviria, A., Ocampo, P., Samper, B., & Sánchez, F. (2009). Evaluación de impacto del programa Hogares Comunitarios de Bienestar del ICBF. Documentos CEDE No. 16, Universidad de los Andes. Blau, D. y J, Currie. (2006). Pre School, Daycare and After School Care: Who is minding the kids? NBER Working Paper 10670, National Bureau of Economic Research. Carneiro, P., & Ginja, R. (2014). Long Term Impacts of Compensatory Pre-School on Health and Behavior: Evidence from Head Start. American Economic Journal: Economic Policy, 6(4): 135-73. Carneiro, P., & Heckman, J. (2003). Human Capital Policy. NBER Working Paper 9495, National Bureau of Economic Research. Cascio, E. (2009). Do Investments in Universal Early Education Pay Off? Long-Term Effects of Introducing Kindergartens into Public Schools. NBER Working Paper 14951, National Bureau of Economic Research. Cascio, E. (2015). The Promises and Pitfalls of Universal Early Education. IZA World of Labor 2015 (116). Cunha, F., & Heckman, J. (2010). Investing in Our Young People. NBER Working Paper 16201, National Bureau of Economic Research. Currie, J. (2001). Early Childhood Education Programs. Journal of Economic Perspectives, 15(2): 213-238. Datta Gupta, N., & Simonsen, M. (2010). Non-cognitive child outcomes and universal high quality child care. Journal of Public Economics 94 (1-2): 30-43. Dhuey, E. (2011). Who Benefits From Kindergarten? Evidence from the Introduction of State Subsidization. Educational Evaluation and Policy Analysis, 33 (1): 3-22. Havens, T., & Mogstad, M. (2011). No Child Left Behind: Universal Child Care and Children’s Long-Run Outcomes. American Economic Journal: Economic Policy 3: 97-129. Heckman, J.,Pinto, R., & Savelyev, P. (2013). Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes. American Economic Review, 103(6): 2052-2086. Knudsen, E. (2004). Sensitive periods in the development of the brain and behavior. Journal of Cognitive Neuroscience, 16(8): 1412-1425. Orozco, M. Pasado y futuro de la educación de la primera infancia. Ministerio de Educación Nacional. Reynolds, A. (1997). The Chicago Child-Parent Centers: A Longitudinal Study of Extended Early Childhood Intervention. Discussion paper No. 1126-97. Institute for Research on Poverty. Ruhm, C., & Waldfogel, J. (2011). Long-Term Effects of Early Childhood Care and Education. Discussion paper No. 6149. IZA. Shonkoff, J., & Phillips, D. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. TMEC |
| Palavras-Chave | #Instrumentos de medición -- pedagogía #Pedagogía del desarrollo -- Colombia #Educación infantil -- Colombia #372.1 #Preschool #School performance #Instrumental Variables |
| Tipo |
info:eu-repo/semantics/masterThesis info:eu-repo/semantics/acceptedVersion |
