Access to Pre-Primary Education and Progression in Primary School

Evidence on the impacts of a large-scale expansion in pre-primary education is limited and mostly circumscribed to high- and middle-income nations. This study estimates the effects of such an expansion on progression in primary school in rural communities in Guatemala, where the number of pre-primary schools increased from about 5,300 to 11,500 between 1998 and 2005. Combining administrative and population census data in a difference-in-differences framework, the analysis finds that access to pre-primary education increased by 2.4 percentage points the proportion of students that progress adequately and attend sixth grade by age 12. These positive although limited effects suggest the need for complementary actions to produce substantial improvements in adequate progression.

Bibliographic Details

Main Authors:	Bastos, Paulo, Bottan, Nicolas L., Cristia, Julian
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2016-02
Subjects:	SKILLS, EARLY EDUCATION, ACCESS TO PRESCHOOL EDUCATION, COMMUNITIES, PUBLIC PRIMARY SCHOOLS, BASIC EDUCATION, FORMAL EDUCATION, SCHOOL READINESS, TEACHERS, BARRIER, ILLITERACY, SCHOOLING, SCHOOL DROPOUT, TUITION, EARLY CHILDHOOD DEVELOPMENT, ENROLLMENT, BIAS, SCHOOL ENROLLMENT, ANECDOTAL EVIDENCE, GROUPS, DEVELOPING COUNTRIES, HIGH SCHOOL, EXCLUSION, HIGHER EDUCATION, HIGHER ENROLLMENT, POLICY DISCUSSIONS, ACCESS TO PRESCHOOL, RE-ENTRY, EDUCATIONAL DEVELOPMENT, LIFE EXPECTANCY AT BIRTH, EARLY GRADES, ADULTS, COMMUNITY PARTICIPATION, LIFE EXPECTANCY, BIASES, EARLY CHILDHOOD INTERVENTIONS, EDUCATION FOR ALL, POPULATION CENSUS, NER, PRIMARY SCHOOL OUTCOMES, HIGH RATES OF REPETITION, QUALITY OF EDUCATION, CHILDHOOD EDUCATION, HEAD START, TRAINING, PRIMARY SCHOOL REPETITION, EDUCATIONAL ATTAINMENT, PRIMARY ENROLLMENT, SCHOOL CONSTRUCTION, LOW-INCOME COUNTRIES, ACADEMIC ACHIEVEMENT, ASSESSMENT PROGRAM, CHILD DEVELOPMENT, PARENTAL EDUCATION, EDUCATION FOR WOMEN, PRIMARY SCHOOL STUDENTS, LEARNING, ACCESS, INSTRUCTION METHODS, SCHOOL STUDENTS, PRIMARY SCHOOL, EDUCATIONAL CENTERS, COGNITIVE OUTCOMES, GROSS ENROLLMENT, SCHOOL-AGE, KINDERGARTEN, PROGRESS, PRIMARY SCHOOLS, ENROLLMENT BY GRADE, SCHOOL SIZE, SCHOOL YEAR, ACCESS TO DATA, KINDERGARTENS, PRIMARY SCHOOL ACCESS, RURAL COMMUNITIES, TRANSPORTATION, CHILDREN WITHOUT ACCESS, ENROLLMENT RATES, BARRIERS, SCHOOLS, PRIMARY ENROLLMENT RATES, PARTICIPATION, POLICY RESEARCH WORKING PAPER, GENDER, ENROLLMENT RATE, QUALITY OF INSTRUCTION, PRIMARY SCHOOL PERFORMANCE, PREPRIMARY EDUCATION, EDUCATIONAL QUALITY, EARLY CHILDHOOD EDUCATION, EARLY CHILDHOOD, DISADVANTAGED GROUPS, PRESCHOOL EDUCATION, MALNUTRITION, ELEMENTARY SCHOOL, POLICY, TEACHER, CHILDREN, GENDERS, EDUCATION, SCHOOL PERFORMANCE, EARLY INTERVENTION, INVESTMENT, MATERNAL EDUCATION, RURAL AREAS, SCHOOL COVERAGE, INSTRUCTION, CHILDHOOD DEVELOPMENT, POPULATION, LABOR SUPPLY, PUBLIC SCHOOLS, GIRLS, STUDENTS, HIGHER GRADE, INTERVENTIONS, POLICY RESEARCH, NUMBER OF STUDENTS, COMMUNITY, PRIMARY EDUCATION, WOMEN, REPETITION RATES, CLASSROOM, SCHOOL, SAFETY, PRIMARY SCHOOL ENROLLMENT, SECONDARY EDUCATION, ATTENDANCE RATE, HIGHER GRADES, PEACE, DEVELOPMENT POLICY,
Online Access:	http://documents.worldbank.org/curated/en/2016/02/25959163/access-pre-primary-education-progression-primary-school-evidence-rural-guatemala https://hdl.handle.net/10986/23893
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