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Pre-School Education and School Performance The Case of Public Schools in Montevideo

Author

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  • Aguilar, Renato

    (Department of Economics, School of Business, Economics and Law, Göteborg University)

  • Tansini, Ruben

    (Department of Economics Faculty of Social Sciences University of Uruguay)

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 to suggest that having pre-school education has a short term positive effect on these children’s results in the first year at school, and the long-term effect, after six years, seems to be somewhat weaker but is still positive. We also estimated several other factors connected with schools and with households that might lie behind children’s short-term and long-term performance. It is important to note that the results for boys are clearly differentiated from those for girls.

Suggested Citation

  • Aguilar, Renato & Tansini, Ruben, 2010. "Pre-School Education and School Performance The Case of Public Schools in Montevideo," Working Papers in Economics 434, University of Gothenburg, Department of Economics.
    • Handle: RePEc:hhs:gunwpe:0434
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    File URL: http://hdl.handle.net/2077/22131
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    References listed on IDEAS

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    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    2. Berlinski, Samuel & Galiani, Sebastian & Gertler, Paul, 2009. "The effect of pre-primary education on primary school performance," Journal of Public Economics, Elsevier, vol. 93(1-2), pages 219-234, February.
    3. Berlinski, Samuel & Galiani, Sebastian & Manacorda, Marco, 2008. "Giving children a better start: Preschool attendance and school-age profiles," Journal of Public Economics, Elsevier, vol. 92(5-6), pages 1416-1440, June.
    4. Fairlie, Robert W., 2003. "An Extension of the Blinder-Oaxaca Decomposition Technique to Logit and Probit Models," Center Discussion Papers 28425, Yale University, Economic Growth Center.
    5. Magnuson, Katherine A. & Ruhm, Christopher & Waldfogel, Jane, 2007. "Does prekindergarten improve school preparation and performance?," Economics of Education Review, Elsevier, vol. 26(1), pages 33-51, February.
    6. Hanushek, Eric A, 1995. "Interpreting Recent Research on Schooling in Developing Countries," The World Bank Research Observer, World Bank, vol. 10(2), pages 227-246, August.
    7. Ben Jann, 2008. "The Blinder–Oaxaca decomposition for linear regression models," Stata Journal, StataCorp LP, vol. 8(4), pages 453-479, December.
    8. 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 1141-1177, September.
    9. Berlinski, Samuel & Galiani, Sebastian & Manacorda, Marco, 2008. "Giving children a better start: Preschool attendance and school-age profiles," Journal of Public Economics, Elsevier, vol. 92(5-6), pages 1416-1440, June.
    10. 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.
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    Cited by:

    1. Renato Aguilar & Ruben Tansini, 2010. "Análisis Conjunto de la Asistencia a Preescolar y de su Impacto en el Rendimiento Escolar en el Corto y el Largo Plazo," Documentos de Trabajo (working papers) 3110, Department of Economics - dECON.

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    More about this item

    Keywords

    pre-school education; school performance; Uruguay;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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