000 02204nab a2200253 c 4500
003 ES-MaIEF
005 20181005132345.0
007 ta
008 181005t2018 us ||||| |||| 00| 0|eng d
040 _aES-MaIEF
_bspa
_cES-MaIEF
041 _aeng
100 1 _95895
_aSantín González, Daniel
245 0 _aDoes preschool education attendance matter?
_b : evidence from a natural experiment in Spain
_c Daniel Santín and Gabriela Sicilia
260 _c2018
500 _aDisponible también en formato electrónico a través de la Biblioteca del IEF.
520 _aThe non-compulsory and non-free of charge character of preschool education level before 3 years old in Spain raises some doubts about the exogenous nature of this variable. This article provides new evidence about the impact of preschool years on educational outcomes by exploiting a peculiar Spanish database that supplies information on two classrooms at fourth grade in primary schools where students were randomly allocated into each group. Using an identification strategy that reproduces a natural experiment, we find that belonging to the group with more average years of preschool education significantly and positively impacts on fourthgrade students’ average outcomes. Particularly, an increase of one standard deviation in the difference in years of preschool attendance results in an increase of 0.16 (0.13) standard deviations in the group achievement for mathematics (reading). In view of the importance of preschool education and considering that preschool attendance before 3 years old is related with socio-economic variables, we conclude that extending free preschool education to the 2-year-old age group in Spain should be considered especially for students in families with less favourable backgrounds.
650 7 _966575
_aENSEÑANZA PREESCOLAR
650 4 _944900
_aGASTOS EN EDUCACION
650 _aESPAÑA
_941092
700 1 _966576
_aSicilia, Gabriela
773 0 _9157678
_oOP 567/2018/46/47/48
_tApplied Economics
_w(IEF)433
_x 0003-6846
_g v. 50, n. 46-48, October 2018, p. 5050-5063
856 _uhttps://www.tandfonline.com/doi/pdf/10.1080/00036846.2018.1470314?needAccess=true
942 _cART
999 _c139008
_d139008