TY - JOUR
T1 - Contrasting Experiences
T2 - Understanding the Longer-Term Impact of Improving Access to Pre-Primary Education in Rural Indonesia
AU - Hasan, Amer
AU - Jung, Haeil
AU - Kinnell, Angela
AU - Maika, Amelia
AU - Nakajima, Nozomi
AU - Pradhan, Menno
N1 - Funding Information:
The Indonesia Early Childhood Education and Development project was funded through a credit from the International Development Association in the amount of $67.5 million and a grant from the government of the Kingdom of the Netherlands in the amount of $25.3 million. In addition the government of Indonesia provided $34.94 million in funding for the project.
Publisher Copyright:
© 2021 International Bank for Reconstruction and Development/The World Bank.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021
Y1 - 2021
N2 - This paper examines the child development outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year of a five-year project cycle, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at more age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short-term effects at age five that did not last until age eight, for both cohorts. Moreover, the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. We document the extent to which program impacts can vary as a result of differences in project implementation.
AB - This paper examines the child development outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year of a five-year project cycle, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at more age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short-term effects at age five that did not last until age eight, for both cohorts. Moreover, the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. We document the extent to which program impacts can vary as a result of differences in project implementation.
KW - Early childhood education
KW - child development
KW - differential effects
KW - treatment impacts
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U2 - 10.1080/19345747.2020.1839989
DO - 10.1080/19345747.2020.1839989
M3 - Article
AN - SCOPUS:85100593613
JO - Journal of Research on Educational Effectiveness
JF - Journal of Research on Educational Effectiveness
SN - 1934-5747
ER -