The heterogeneity of effects of preschool education on cognitive outcomes in Latin America

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cepal.articleNo4
cepal.bibLevelSección o Parte de un Documento
cepal.callNumberLC/PUB.2019/11-P
cepal.docTypeRevistas
cepal.jelCodeC14
cepal.jelCodeH4
cepal.jelCodeI21
cepal.jobNumberRVI128_Dip
cepal.physicalDescriptiontablas.
cepal.regionalOfficeSantiago
cepal.sdg4
cepal.topicEngCHILDHOOD AND ADOLESCENCE
cepal.topicEngEDUCATION
cepal.topicEngSOCIAL STATISTICS
cepal.topicSpaEDUCACIÓN
cepal.topicSpaESTADÍSTICAS SOCIALES
cepal.topicSpaINFANCIA Y ADOLESCENCIA
cepal.workareaEngSOCIAL DEVELOPMENT
cepal.workareaSpaDESARROLLO SOCIAL
dc.contributor.authorDip, Juan Antonio
dc.contributor.authorGamboa, Luis Fernando
dc.coverage.spatialEngLATIN AMERICA
dc.coverage.spatialSpaAMERICA LATINA
dc.date.accessioned2019-12-04T14:36:32Z
dc.date.available2019-12-04T14:36:32Z
dc.date.issued2019-08-26
dc.description.abstractThis study applies a propensity score matching model to quantify the significance of preschool education in short- and medium-term academic results in several Latin American countries, using data from the Third Regional Comparative and Explanatory Study (TERCE) conducted among third and sixth grade pupils. The results vary by country and grade, with standard deviations ranging between 0.05 and 0.3. Third-grade reading and mathematics scores show an effect greater than 0.10 standard deviations in at least 10 countries, while 7 countries show the same effect for the three tests conducted in sixth grade.
dc.formatTexto
dc.format.extentpáginas. 71-8
dc.format.mimetypeapplication/pdf
dc.identifier.unSymbolLC/PUB.2019/11-P
dc.identifier.urihttps://hdl.handle.net/11362/44980
dc.language.isoeng
dc.physicalDescriptionp. 71-89; tabls.
dc.relation.isPartOfCEPAL Review
dc.relation.isPartOfNo128
dc.relation.isPartOfSeriesCEPAL Review
dc.relation.translationLanguagespa
dc.relation.translationRecordLa heterogeneidad de los efectos de la educación preescolar sobre los resultados cognitivos en América Latina
dc.relation.translationUrihttps://hdl.handle.net/11362/44738
dc.rights.coarDisponible
dc.subject.unbisEngPRESCHOOL EDUCATION
dc.subject.unbisEngCHILDREN
dc.subject.unbisEngEDUCATIONAL INDICATORS
dc.subject.unbisEngCHILD DEVELOPMENT
dc.subject.unbisEngACADEMIC ACHIEVEMENT
dc.subject.unbisSpaEDUCACION PREESCOLAR
dc.subject.unbisSpaNIÑOS
dc.subject.unbisSpaINDICADORES EDUCATIVOS
dc.subject.unbisSpaDESARROLLO DEL NIÑO
dc.subject.unbisSpaRENDIMIENTO ESCOLAR
dc.titleThe heterogeneity of effects of preschool education on cognitive outcomes in Latin America
dc.type.coarrevista
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