Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program
This paper experimentally examines the impacts of a large-scale government program that increased the supply and quality of community preschools in rural Cambodia. The construction of new preschool facilities was paired with two demand-side interve...
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| Format: | Working Paper |
| Language: | English |
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World Bank, Washington, DC
2019
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| Online Access: | http://documents.worldbank.org/curated/en/282471575302067442/Improving-Preschool-Provision-and-Encouraging-Demand-Heterogeneous-Impacts-of-a-Large-Scale-Program http://hdl.handle.net/10986/33013 |
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okr-10986-330132022-09-20T00:14:02Z Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program Berkes, Jan Bouguen, Adrien Filmer, Deon Fukao, Tsuyoshi PRESCHOOL FACILITIES SCHOOL ENROLLMENT EDUCATION This paper experimentally examines the impacts of a large-scale government program that increased the supply and quality of community preschools in rural Cambodia. The construction of new preschool facilities was paired with two demand-side interventions designed to stimulate additional enrollment into preschools. The newly constructed preschools caused an increase in enrollment rates but the demand-side interventions did not. One year after the program started, the paper finds small and significant impacts on cognitive (0.04 standard deviations) and socio-emotional development (0.09 standard deviations). The analysis shows that the cognitive impacts are driven by children from the wealthiest quartile, while the program had limited impacts on children from the poorest families. The effects on cognitive development increased after two years for the wealthiest (the cognitive gap widened) while the effects on socio-emotional development faded out across the board. Using detailed classroom surveys and in-class observations, the paper shows that the program had large impacts on the quality of preschool infrastructure and materials but only limited impacts the quality of educational processes -- the results therefore suggest that further improvement of those processes might be needed to foster the development of disadvantaged children. 2019-12-13T20:50:53Z 2019-12-13T20:50:53Z 2019-12 Working Paper http://documents.worldbank.org/curated/en/282471575302067442/Improving-Preschool-Provision-and-Encouraging-Demand-Heterogeneous-Impacts-of-a-Large-Scale-Program http://hdl.handle.net/10986/33013 English Policy Research Working Paper;No. 9070 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper East Asia and Pacific Cambodia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
PRESCHOOL FACILITIES SCHOOL ENROLLMENT EDUCATION |
| spellingShingle |
PRESCHOOL FACILITIES SCHOOL ENROLLMENT EDUCATION Berkes, Jan Bouguen, Adrien Filmer, Deon Fukao, Tsuyoshi Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program |
| geographic_facet |
East Asia and Pacific Cambodia |
| relation |
Policy Research Working Paper;No. 9070 |
| description |
This paper experimentally examines the
impacts of a large-scale government program that increased
the supply and quality of community preschools in rural
Cambodia. The construction of new preschool facilities was
paired with two demand-side interventions designed to
stimulate additional enrollment into preschools. The newly
constructed preschools caused an increase in enrollment
rates but the demand-side interventions did not. One year
after the program started, the paper finds small and
significant impacts on cognitive (0.04 standard deviations)
and socio-emotional development (0.09 standard deviations).
The analysis shows that the cognitive impacts are driven by
children from the wealthiest quartile, while the program had
limited impacts on children from the poorest families. The
effects on cognitive development increased after two years
for the wealthiest (the cognitive gap widened) while the
effects on socio-emotional development faded out across the
board. Using detailed classroom surveys and in-class
observations, the paper shows that the program had large
impacts on the quality of preschool infrastructure and
materials but only limited impacts the quality of
educational processes -- the results therefore suggest that
further improvement of those processes might be needed to
foster the development of disadvantaged children. |
| format |
Working Paper |
| author |
Berkes, Jan Bouguen, Adrien Filmer, Deon Fukao, Tsuyoshi |
| author_facet |
Berkes, Jan Bouguen, Adrien Filmer, Deon Fukao, Tsuyoshi |
| author_sort |
Berkes, Jan |
| title |
Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program |
| title_short |
Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program |
| title_full |
Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program |
| title_fullStr |
Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program |
| title_full_unstemmed |
Improving Preschool Provision and Encouraging Demand : Heterogeneous Impacts of a Large-Scale Program |
| title_sort |
improving preschool provision and encouraging demand : heterogeneous impacts of a large-scale program |
| publisher |
World Bank, Washington, DC |
| publishDate |
2019 |
| url |
http://documents.worldbank.org/curated/en/282471575302067442/Improving-Preschool-Provision-and-Encouraging-Demand-Heterogeneous-Impacts-of-a-Large-Scale-Program http://hdl.handle.net/10986/33013 |
| _version_ |
1764477806801059840 |