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Preschool attendance, schooling, and cognitive skills in East Africa

Bietenbeck, Jan LU ; Ericsson, S. LU and Wamalwa, Fredrick M. (2019) In Economics of Education Review 73.
Abstract

We study the effects of preschool attendance on children's schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children's literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard... (More)

We study the effects of preschool attendance on children's schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children's literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard deviations higher on standardized tests in both countries. They are also 3 (5) percentage points more likely to achieve basic literacy and numeracy in Kenya (Tanzania).

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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Cognitive skills, Education, Preschool, Sub-Saharan Africa
in
Economics of Education Review
volume
73
article number
101909
publisher
Elsevier
external identifiers
  • scopus:85073651653
ISSN
0272-7757
DOI
10.1016/j.econedurev.2019.101909
language
English
LU publication?
yes
id
81a927ae-1b65-403d-8372-b3e360baef37
date added to LUP
2019-10-29 14:32:27
date last changed
2020-01-13 02:29:41
@article{81a927ae-1b65-403d-8372-b3e360baef37,
  abstract     = {<p>We study the effects of preschool attendance on children's schooling and cognitive skills in Kenya and Tanzania. We use a within-household estimator and data from nationally representative surveys of school-age children's literacy and numeracy skills, which include retrospective information on preschool attendance. In both countries, school entry rules are not strictly enforced, and children who attend preschool often start primary school late. At ages 7–9, these children have thus attended fewer school grades than their same-aged peers without pre-primary education. However, they catch up over time: at ages 13–16, children who went to preschool have attended about the same number of school grades and score about 0.10 standard deviations higher on standardized tests in both countries. They are also 3 (5) percentage points more likely to achieve basic literacy and numeracy in Kenya (Tanzania).</p>},
  author       = {Bietenbeck, Jan and Ericsson, S. and Wamalwa, Fredrick M.},
  issn         = {0272-7757},
  language     = {eng},
  publisher    = {Elsevier},
  series       = {Economics of Education Review},
  title        = {Preschool attendance, schooling, and cognitive skills in East Africa},
  url          = {http://dx.doi.org/10.1016/j.econedurev.2019.101909},
  doi          = {10.1016/j.econedurev.2019.101909},
  volume       = {73},
  year         = {2019},
}