Does the contribution made by early education to later academic achievement differ in Latin America?: PISA 2009-2012

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cepal.articleNo6
cepal.bibLevelSección o Parte de un Documento
cepal.callNumberLC/G.2676-P
cepal.docTypeRevistas
cepal.jelCodeI24
cepal.jelCodeC14
cepal.jelCodeO15
cepal.jobNumberRVI118_Gamboa
cepal.physicalDescriptiontablas.
cepal.regionalOfficeSantiago
cepal.sdg4
cepal.sdg1
cepal.sdg10
cepal.sdg16
cepal.topicEngCHILDHOOD AND ADOLESCENCE
cepal.topicEngEDUCATION
cepal.topicEngINEQUALITY
cepal.topicSpaEDUCACIÓN
cepal.topicSpaDESIGUALDAD
cepal.topicSpaINFANCIA Y ADOLESCENCIA
cepal.workareaEngSOCIAL DEVELOPMENT
cepal.workareaSpaDESARROLLO SOCIAL
dc.contributor.authorGamboa, Luis Fernando
dc.contributor.authorKrüger, Natalia
dc.coverage.spatialEngLATIN AMERICA
dc.coverage.spatialEngSOUTH AMERICA
dc.coverage.spatialSpaAMERICA DEL SUR
dc.coverage.spatialSpaAMERICA LATINA
dc.coverage.temporalEnd2012
dc.coverage.temporalStart2009
dc.date.accessioned2016-08-09T15:42:31Z
dc.date.available2016-08-09T15:42:31Z
dc.date.issued2016-04
dc.description.abstractThis article provides evidence regarding differences in the performance on academic tests in secondary school between students who had attended preschool and those who had not. A non-parametric method based on the generation of counterfactuals to decompose gaps between observable and unobservable factors is used to analyse data gathered by the Programme for International Student Assessment (PISA) between 2009 and 2012 for a number of Latin American countries. This analysis reveals the existence of socioeconomic segregation in terms of access; considerable score differentials (conditional on the controls used), which increase in line with the length of time spent in early childhood education; and significant differences across countries with regard to those differentials, which also tend to be greater in the case of reading test scores than in mathematics test scores.
dc.formatTexto
dc.format.extentpáginas. 81-9
dc.format.mimetypeapplication/pdf
dc.identifier.unSymbolLC/G.2676-P
dc.identifier.urihttps://hdl.handle.net/11362/40430
dc.language.isoeng
dc.physicalDescriptionp. 81-96; tabls.
dc.relation.isPartOfCEPAL Review
dc.relation.isPartOfNo118
dc.relation.isPartOfSeriesCEPAL Review
dc.relation.translationLanguagespa
dc.relation.translationRecord¿Existen diferencias en América Latina en el aporte de la educación preescolar al logro educativo futuro?: pisa 2009-2012
dc.relation.translationUrihttps://hdl.handle.net/11362/40031
dc.rights.coarDisponible
dc.subject.unbisEngEDUCATION
dc.subject.unbisEngPRESCHOOL EDUCATION
dc.subject.unbisEngSECONDARY EDUCATION
dc.subject.unbisEngEQUALITY
dc.subject.unbisEngACADEMIC ACHIEVEMENT
dc.subject.unbisSpaEDUCACION
dc.subject.unbisSpaEDUCACION PREESCOLAR
dc.subject.unbisSpaENSEÑANZA SECUNDARIA
dc.subject.unbisSpaIGUALDAD
dc.subject.unbisSpaRENDIMIENTO ESCOLAR
dc.titleDoes the contribution made by early education to later academic achievement differ in Latin America?: PISA 2009-2012
dc.type.coarrevista
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