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From Access to Achievement: The Primary School-Age Impacts of an At-Scale Preschool Construction Program in Highly Deprived Communities. Working Paper 33543

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Title: From Access to Achievement: The Primary School-Age Impacts of an At-Scale Preschool Construction Program in Highly Deprived Communities. Working Paper 33543
Language: English
Authors: Marina Bassi, Bruno Besbas, Lelys I. Dinarte Diaz, Saravana Ravindran, Ana Reynoso, National Bureau of Economic Research (NBER)
Source: National Bureau of Economic Research. 2025.
Availability: National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Peer Reviewed: N
Publication Date: 2025
Sponsoring Agency: World Bank
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Descriptors: Construction Programs, Preschools, Foreign Countries, Rural Schools, Poverty Areas, Enrollment, Preschool Children, Elementary School Students, Academic Achievement, Access to Education, Program Effectiveness
Geographic Terms: Mozambique
Abstract: Using a randomized control trial, this paper studies an at-scale preschool construction program that serves poor communities in rural Mozambique. We show that the program significantly increased preschool enrollment in treated communities by 73 percentage points, from a small base of 2 percent of children enrolled in preschool in control communities. The program also had significant positive effects on enrollment in and progression through primary school, with an increase of 6 percentage points in enrollment in first grade at age 6, and a 0.16 standard deviation impact on an index of cognitive and social-emotional skills measured at primary school-age. The impacts are concentrated among children of less educated parents, in less poor households, and living closer to the preschools. We also find that enrollment in preschool is an important direct mechanism for primary school success. Finally, the program caused parents in treated communities to invest more time in supporting their primary school-aged children and increased preschool enrollment of younger siblings. Our paper shows that even in a context of extreme vulnerability, a preschool construction program can be implemented in a cost-effective way and significantly improve child development for the founding and future generations. [This work was supported by the World Bank SIEF Trust Fund.]
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.nber.org/papers/w33543
Accession Number: ED672594
Database: ERIC
FullText Text:
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  Data: From Access to Achievement: The Primary School-Age Impacts of an At-Scale Preschool Construction Program in Highly Deprived Communities. Working Paper 33543
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  Data: <searchLink fieldCode="AR" term="%22Marina+Bassi%22">Marina Bassi</searchLink><br /><searchLink fieldCode="AR" term="%22Bruno+Besbas%22">Bruno Besbas</searchLink><br /><searchLink fieldCode="AR" term="%22Lelys+I%2E+Dinarte+Diaz%22">Lelys I. Dinarte Diaz</searchLink><br /><searchLink fieldCode="AR" term="%22Saravana+Ravindran%22">Saravana Ravindran</searchLink><br /><searchLink fieldCode="AR" term="%22Ana+Reynoso%22">Ana Reynoso</searchLink><br /><searchLink fieldCode="AR" term="%22National+Bureau+of+Economic+Research+%28NBER%29%22">National Bureau of Economic Research (NBER)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Bureau+of+Economic+Research%22"><i>National Bureau of Economic Research</i></searchLink>. 2025.
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  Data: National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
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  Data: 2025
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  Data: World Bank
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Construction+Programs%22">Construction Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty+Areas%22">Poverty Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment%22">Enrollment</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mozambique%22">Mozambique</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using a randomized control trial, this paper studies an at-scale preschool construction program that serves poor communities in rural Mozambique. We show that the program significantly increased preschool enrollment in treated communities by 73 percentage points, from a small base of 2 percent of children enrolled in preschool in control communities. The program also had significant positive effects on enrollment in and progression through primary school, with an increase of 6 percentage points in enrollment in first grade at age 6, and a 0.16 standard deviation impact on an index of cognitive and social-emotional skills measured at primary school-age. The impacts are concentrated among children of less educated parents, in less poor households, and living closer to the preschools. We also find that enrollment in preschool is an important direct mechanism for primary school success. Finally, the program caused parents in treated communities to invest more time in supporting their primary school-aged children and increased preschool enrollment of younger siblings. Our paper shows that even in a context of extreme vulnerability, a preschool construction program can be implemented in a cost-effective way and significantly improve child development for the founding and future generations. [This work was supported by the World Bank SIEF Trust Fund.]
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  Data: 2025
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  Label: Accession Number
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  Data: ED672594
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672594
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    Subjects:
      – SubjectFull: Construction Programs
        Type: general
      – SubjectFull: Preschools
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Poverty Areas
        Type: general
      – SubjectFull: Enrollment
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Mozambique
        Type: general
    Titles:
      – TitleFull: From Access to Achievement: The Primary School-Age Impacts of an At-Scale Preschool Construction Program in Highly Deprived Communities. Working Paper 33543
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            NameFull: Marina Bassi
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            NameFull: Bruno Besbas
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            NameFull: Lelys I. Dinarte Diaz
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            NameFull: Saravana Ravindran
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            NameFull: Ana Reynoso
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              M: 03
              Type: published
              Y: 2025
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