Preschool attendance, school progression, and cognitive skills in East Africa

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Show simple item record Bietenbeck, Jan Ericsson, Sanna Wamalwa, Fredrick 2018-02-08T11:47:55Z 2018-02-08T11:47:55Z 2018-02
dc.identifier.citation Bietenbeck, J., Ericsson, S., Wamalwa, F.M. (2018). Preschool attendance, school progression, and cognitive skills in East Africa. Cape Town: SALDRU, UCT. (SALDRU Working Paper Number 222)
dc.identifier.isbn 978-1-928281-83-2
dc.description.abstract We study the effects of preschool attendance on children's school progression and cognitive skills in Kenya and Tanzania. Our analysis uses novel data from large-scale household surveys of children's literacy and numeracy skills, which also collect retrospective information on preschool attendance. Against the backdrop of a large expansion of pre-primary education, our regressions identify the impacts from within-household differences, controlling for a variety of child-specific covariates. In both countries, children who go to preschool tend to enroll in primary school late, and thus fall behind in terms of grades completed at early ages. However, once in school, they progress through grades faster and at ages 13-16 have completed about one and a half more months of schooling than their same-aged peers who did not attend preschool. They also score around 0.10 standard deviations higher on standardized cognitive tests, showing that there are important long-term benefits from preschool in Kenya and Tanzania. en_US
dc.description.sponsorship We thank Kaveh Majlesi, Alessandro Martinello, Andreas Stegmann, Alessandro Tarozzi, Petra Thiemann, and audiences at the Lund-SFI Workshop in Applied Microeconomics, the Nordic Conference in Development Economics, and the Copenhagen Education Network Workshop for helpful comments. en_US
dc.language.iso en en_US
dc.relation.ispartofseries Saldru Working Paper;222
dc.subject education en_US
dc.subject preschool en_US
dc.subject cognitive skills en_US
dc.subject Sub-Saharan Africa en_US
dc.title Preschool attendance, school progression, and cognitive skills in East Africa en_US
dc.type Working Paper en_US

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