The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment

Mari Rege, Ingunn Størksen, Ingeborg F. Solli, Ariel Kalil, Megan M. McClelland, Dieuwer ten Braak, Ragnhild Lenes, Svanaug Lunde, Svanhild Breive, Martin Carlsen, Ingvald Erfjord and Per Sigurd Hundeland

Journal of Human Resources, 2024, vol. 59, issue 2, 576-603

Abstract: This study tests an intervention that introduces a structured curriculum for five-year-olds into the universal preschool context of Norway, where the business as usual is an unstructured curriculum. We conduct a field experiment with 691 five-year-olds in 71 preschools and measure treatment impacts on children’s development in mathematics, language, and executive functioning. The nine-month intervention has effects on child development at post-intervention, and the effects persist one year following the end of the treatment. The effects are mainly driven by the preschools identified as low quality at baseline, indicating that a structured curriculum can reduce inequality in early childhood learning environments.

JEL-codes: H42 I20 (search for similar items in EconPapers)
Date: 2024
Note: DOI: https://doi.org/10.3368/jhr.0220-10749R3
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Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:59:y:2024:i:2:p:576-603

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