| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w26191 |
| 来源ID | Working Paper 26191 |
| Preschool Quality and Child Development | |
| Alison Andrew; Orazio Attanasio; Raquel Bernal; Lina Cardona Sosa; Sonya Krutikova; Marta Rubio-Codina | |
| 发表日期 | 2019-09-02 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | Global access to preschool has increased dramatically, yet preschool quality is often poor and evidence on how to improve it is scarce. We worked with the government of Colombia to implement a largescale randomized controlled trial evaluating two interventions targeting the quality of public preschools in Colombia. The first, which was designed by the government and rolled out nationwide, provided preschools with significant extra funding, mainly earmarked for hiring teaching assistants (TAs). The second additionally offered professional development training for existing teachers, delivered using a novel low-cost video-conferencing approach. We find that, despite increasing per-child expenditure by around a third, the first intervention did not improve child development and led to a reduction in the time that teachers spent in the classroom, including on learning activities. In contrast, the second intervention led to significant improvements in children’s cognitive development, especially those from more disadvantaged backgrounds, at little extra cost. The addition of the professional development training offset the adverse effects of TA provision on the time teachers spent on learning activities in the classroom and improved the quality of teaching. When we interpret our results through the lens of a model of teacher behavior, two insights arise. First, income effects and a perception that TA time was a good substitute for their own may have led teachers to endogenously scale back their efforts in the classroom in response to the provision of new resources. Second, the training prompted teachers to increase their perception of the usefulness of learning activities for child development and their perception that they had a comparative advantage in these learning activities relative to the TAs. |
| 主题 | Public Economics ; Public Goods ; Health, Education, and Welfare ; Health ; Education ; Labor Economics ; Demography and Aging |
| URL | https://www.nber.org/papers/w26191 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/583863 |
| 推荐引用方式 GB/T 7714 | Alison Andrew,Orazio Attanasio,Raquel Bernal,et al. Preschool Quality and Child Development. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w26191.pdf（586KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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