0100492819

open access

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Effects of Preschool Participation on Children’s Academic Achievements : Evidence from Urban Areas of Ethiopia

English (英語)

国民経済雑誌

228(4)

1-24

神戸大学経済経営学会

2024-12-10

2026-01-06

This study examines the long-term effect of preschool participation on children’s academic achievements and the moderating role of family socioeconomic status on the association between preschool participation and later academic achievements. The study uses data from Young Lives Ethiopia, which tracked children over 15 years, and vocabulary, math, and reading scores are used as indicators of academic achievements. The ordinary least squares（OLS）regression analysis is applied to estimate the association of preschool participation with later academic achievements. The estimated results show preschool participation positively correlates with late academic achievements. The effect persists until age 15. Overall, there is no moderating role of family socioeconomic status. These results suggest that investment in preschool programs is critical for low and high socioeconomic backgrounds to foster human capital accumulation. This study does not find strong evidence that preschool participation contributes to decreasing or increasing the socioeconomic status gap for later academic achievements.

Ethiopia

紀要論文