Early Childhood Education Enrollment Expansion and Primary Education Achievement: Evidence from Brazilian Municipalities

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Abstract/Contents

Abstract: Early Childhood Education (ECE) is the foundational beginning of the educational process and pivotal for future educational attainment and improving of academic potential across countries and contexts. In 2009, Brazil changed its legislation by establishing as mandatory the enrollment of 4-year-olds in the formal ECE. Since then, the country has never nationally evaluated the association between attending ECE and improvement in primary education academic achievement. Using a fixed effects panel model regression, this paper analyzes the association between 4-year old ECE enrollment rates on 5th grade test scores of Brazilian Municipalities measured in Prova Brasil between 2005 and 2017 from ECE cohorts between 1999 and 2011. The findings show that ECE was positively and statistically associated with 5th grade students’ mathematics and language scores, controlling for state fixed effects, observable municipal variables, and time fixed effects. Specifically, math and language scores increased by .05 standard deviations for every standard deviation increase in 4-year old ECE enrollment rates.

Type of resource	text
Date created	August 2020

Author	Chaves de Oliveira Almeida, Hugo

Subject	Early Childhood Education
Subject	Standardized Testing
Subject	Academic Achievement
Subject	National Policy
Subject	Brazil
Subject	Stanford Graduate School of Education International Comparative Education
Genre	Thesis

Related item	Title Stanford Graduate School of Education International Comparative Education
Location	https://purl.stanford.edu/bj570ww5345

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License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Graduate School of Education International Comparative Education Master's Monographs

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