| dc.description.abstract | Examines the relationship between child schooling and achievement outcomes and attendance at pre-school education, monitoring socio-economic status (SES), parenting practices, and parent education. Using data from an 8 year-old cohort from the Peruvian Young Lives Study, I find evidence that pre-school education has a significant positive and statistical relationship with school attendance, the correct grade-forage and writing and maths achievement, even after monitoring for additional co-variants in a multi-variant analysis. I have also found that children who attend a CEI have better results than those who attend a PRONOEI, and that pre-school benefits materialize with the length of exposure to the stimuli provided at the CEI. | |
