Economics at your fingertips  

Achievement gains from reconfiguring early schooling: The case of Brazil's primary education reform

Leonardo Rosa, Marcelo Martins and Martin Carnoy

Economics of Education Review, 2019, vol. 68, issue C, 1-12

Abstract: We estimate the effect on primary school students’ achievement of a Brazilian policy that changed the entry age into first grade from seven to six years old. Before the policy, a typical child spent up to three years in pre-school, and four years in primary school. The reform reorganized the system so that pupils would spend two years in pre-school (at ages 4 and 5) and five years in primary education. The timing of national tests and of the incremental process of implementing the reorganization allowed us to use a DDD approach to make causal estimates of its effect on student achievement. The reform increased 5th grade students’ mathematics scores by 0.10 SDs and reading scores by 0.12 SDs over student gains in untreated schools. These effects are robust across various treated cohorts, and across alternative samples of schools.

Date: 2019
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2) Track citations by RSS feed

Downloads: (external link)
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link:

DOI: 10.1016/j.econedurev.2018.10.010

Access Statistics for this article

Economics of Education Review is currently edited by E. Cohn

More articles in Economics of Education Review from Elsevier
Bibliographic data for series maintained by Haili He ().

Page updated 2020-12-22
Handle: RePEc:eee:ecoedu:v:68:y:2019:i:c:p:1-12