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

Author

Listed:
  • Jan Bietenbeck

    (Lund University Department of Economics, DIW Berlin, and IZA)

  • Sanna Ericsson

    (Lund University Department of Economics.)

  • Fredrick M. Wamalwa

    (School of Economics, Faculty of Commerce, University of Cape Town)

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.

Suggested Citation

  • Jan Bietenbeck & Sanna Ericsson & Fredrick M. Wamalwa, 2018. "Preschool attendance, school progression, and cognitive skills in East Africa," SALDRU Working Papers 222, Southern Africa Labour and Development Research Unit, University of Cape Town.
    • Handle: RePEc:ldr:wpaper:222
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    References listed on IDEAS

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    1. repec:hal:pseose:halshs-01156529 is not listed on IDEAS
    2. Manisha Shah & Bryce Millett Steinberg, 2017. "Drought of Opportunities: Contemporaneous and Long-Term Impacts of Rainfall Shocks on Human Capital," Journal of Political Economy, University of Chicago Press, vol. 125(2), pages 527-561.
    3. Norbert Schady & Jere Behrman & Maria Caridad Araujo & Rodrigo Azuero & Raquel Bernal & David Bravo & Florencia Lopez-Boo & Karen Macours & Daniela Marshall & Christina Paxson & Renos Vakis, 2015. "Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries," Journal of Human Resources, University of Wisconsin Press, vol. 50(2), pages 446-463.
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    Cited by:

    1. Bietenbeck, Jan & Ericsson, Sanna & Wamalwa, Fredrick M., 2019. "Preschool attendance, schooling, and cognitive skills in East Africa," Economics of Education Review, Elsevier, vol. 73(C).
    2. Jens Dietrichson & Ida Lykke Kristiansen & Bjørn A. Viinholt, 2020. "Universal Preschool Programs And Long‐Term Child Outcomes: A Systematic Review," Journal of Economic Surveys, Wiley Blackwell, vol. 34(5), pages 1007-1043, December.
    3. Bai, Yunli & Guo, Yuhe & Li, Shaoping & Liu, Chengfang & Zhang, Linxiu, 2021. "The Long-Term Benefits of Preschool Education: Evidence from Rural China," 2021 Conference, August 17-31, 2021, Virtual 315364, International Association of Agricultural Economists.
    4. Kim, Janice H., 2022. "Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia," International Journal of Educational Development, Elsevier, vol. 94(C).
    5. Francesca Marchetta & Tom Dilly, 2019. "Supporting Education in Africa: Opportunities and Challenges for an Impact Investor," Working Papers hal-02288103, HAL.

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    More about this item

    Keywords

    preschool; education; cognitive skills; Sub-Saharan Africa;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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