The effect of a large expansion of pre-primary school facilities on preschool attendance and maternal employment

We provide evidence on the impact of a large construction of pre-primary school facilities in Argentina. We estimate the causal impact of the program on pre-primary school attendance and maternal labor supply. Identification relies on a differences-in-differences strategy where we combine differences across regions in the number of facilities built with differences in exposure across cohorts induced by the timing of the program. We find a sizeable impact of the program on pre-primary school participation among children aged between 3 and 5. In fact, we cannot reject the null hypothesis of a full take-up of newly constructed places. In addition, we find that the childcare subsidy induced by the program increases maternal employment and that this effect is in line with the one previously found for the US.

Giving children a better start: preschool attendance and school-age profiles

We study the effect of pre-primary education on children's subsequent school outcomes by exploiting a unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance. A rapid expansion in the supply of pre-primary places over the last decade generates sufficient variation in the data to warrant identification. Using a within household estimator that only exploits differences in exposure across siblings, we find small gains from preschool attendance at early ages that magnify as children grow up. By age 16, children that attended preschool have accumulated more than 1 extra year of education and are 27 percentage points more likely to be in school compared to their siblings with no preschool education. We speculate that early grade repetition harms subsequent school progression and that pre-primary education appears as a successful policy option to prevent early grade failure and its long lasting consequences

Did the extension of the franchise increase the Liberal vote in Victorian Britain? Evidence from the Second Reform Act

We use evidence from the Second Reform Act, introduced in the United Kingdom in 1867, to analyze the impact on electoral outcomes of extending the vote to the unskilled urban population. By exploiting the sharp change in the electorate caused by franchise extension, we separate the effect of reform from that of underlying constituency level traits correlated with the voting population. Although we find that the franchise affected electoral competition and candidate selection, there is no evidence that relates Liberal electoral support to changes in the franchise rules. Our results are robust to various sources of endogeneity.

The Effect of Pre-Primary Education on Primary School Performance

Although the theoretical case for universal pre-primary education is strong, the empirical foundation is weak. In this paper, we contribute to the empirical case by investigating the effect of a large expansion of universal pre-primary education on subsequent primary school performance in Argentina. We estimate that one year of preprimary school increases average third grade test scores by 8 percent of a mean or by 23 percent of the standard deviation of the distribution of test scores. We also find that preprimary school attendance positively affects student’s self-control in the third grade as measured by behaviors such as attention, effort, class participation, and discipline.http://deepblue.lib.umich.edu/bitstream/2027.42/57218/1/wp838 .pd

The length of ministerial tenure in the UK 1945-1997

We analyse the determinants of ministerial hazard rates in the UK from 1945-1997. We focus on three sets of attributes i) personal characteristics of the minister; ii) political characteristics of the minister and iii) characteristics pertaining to the government in which the minister serves. We find that educational background increases ministers’ capacity to survive, that female ministers have lower hazard rates and older ministers have higher hazard rates. Experienced ministers have higher hazard than newly appointed ministers. Ministerial rank increases a ministers’ capacity to survive, with full cabinet members having the lowest hazard rates in our sample. We use different strategies to controls for the characteristics of the government the ministers serve in. Our results are robust to any of these controls

Preschool and maternal labour market outcomes: evidence from a regression discontinuity design

Expanding preschool education has the dual goals of improving child outcomes and work incentives for mothers. This paper provides evidence on the second, identifying the impact of preschool attendance on maternal labor market outcomes in Argentina. A major challenge in identifying the causal effect of preschool attendance on parental outcomes is non-random selection into early education. We address this by relying on plausibly exogenous variation in preschool attendance that is induced when children are born on either side of Argentina's enrollment cutoff date of July 1. Because of enrollment cutoff dates, 4 year-olds born just before July 1 are 0.3 more likely to attend preschool. Our regression-discontinuity estimates compare maternal employment outcomes of 4 year-old children on either side of this cutoff, identifying effects among the subset of complying households (who are perhaps more likely to face constraints on their level 2 preschool attendance). Our findings suggest that, on average, 13 mothers start to work for every 100 youngest children in the household that start preschool (though, in our preferred specification, this estimate is not statistically significant at conventional levels). Furthermore, mothers are 19.1 percentage points more likely to work for more than 20 hours a week (i.e., more time than their children spend in school) and they work, on average, 7.8 more hours per week as consequence of their youngest offspring attending preschool. We find no effect on maternal labor outcomes when a child that is not the youngest in the household attends preschool. Finally, we find that at the point of transition from kindergarten to primary school some employment effects persist. Our preferred estimates condition on mother's schooling and other exogenous covariates, given evidence that mothers' schooling is unbalanced in the vicinity of the July 1 cutoff in the sample of 4 year-olds. Using a large set of natality records, we found no evidence that this is due to precise birth date manipulation by parents. Other explanations, like sample selection, are also not fully consistent with the data, and we must remain agnostic on this point. Despite this shortcoming, the credibility of the estimates is partly enhanced by the consistency of point estimates with Argentine research using a different EPH sample and sources of variation in preschool attendance (Berlinski and Galiani 2007). A growing body of research suggests that pre-primary school can improve educational outcomes for children in the short and long run (Blau and Currie 2006; Schady 2006). This paper provides further evidence that, ceteris paribus, an expansion in preschool education may enhance the employment prospects of mothers of children in preschool age

Giving children a better start: preschool attendance and school-age profiles

We study the effect of pre-primary education on children's subsequent school outcomes by exploiting a unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance. A rapid expansion in the supply of pre-primary places over the last decade generates sufficient variation in the data to warrant identification. Using a within household estimator that only exploits differences in exposure across siblings, we find small gains from preschool attendance at early ages that magnify as children grow up. By age 16, children that attended preschool have accumulated more than 1 extra year of education and are 27 percentage points more likely to be in school compared to their siblings with no preschool education. We speculate that early grade repetition harms subsequent school progression and that pre-primary education appears as a successful policy option to prevent early grade failure and its long lasting consequences.

Giving Children a Better Start: Preschool Attendance and School-Age Profiles

We study the effect of pre-primary education on children's subsequent school outcomes by exploiting a unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance in the context of a rapid expansion in the supply of pre-primary places. Using a within household estimator, we find small gains from preschool attendance at early ages that magnify as children grow up. By age 15, treated children have accumulated 0.8 extra years of education and are 27 percentage points more likely to be in school compared to their untreated siblings. Instrumental variables estimates that control for non random selection of siblings into pre-school lead to similar results. We speculate that early grade repetition harms subsequent school progression and that pre-primary education appears as a successful policy option to prevent early grade failure and its long lasting consequences.Preschool, Pre-primary education, Primary school performance

Giving children a better start : preschool attendance and school-age profiles

The authors study the effect of pre-primary education on children's subsequent school outcomes by exploitinga unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance in the context of a rapid expansion in the supply of pre-primary places. Using a within household estimator, they find small gains from preschool attendance at early ages that magnify as children grow up. By age 15, treated children have accumulated 0.8 extra years of education and are 27 percentage points more likely to be in school compared with their untreated siblings. Instrumental variables estimates that control for nonrandom selection of siblings into preschool lead to similar results. The authors speculate that early grade repetition harms subsequent school progression and that pre-primary education appears as a successful policy option to prevent early grade failure and its long lasting consequences.Primary Education,Education For All,Youth and Governance,Early Childhood Development,Educational Sciences

Market regulation and firm performance: the case of smoking bans in the UK

This paper analyzes the effects of a ban on smoking in public places upon firms and consumers. It presents a theoretical model and tests its predictions using unique data from before and after the introduction of smoking bans in the UK. Cigarette smoke is a public bad, and smokers and non-smokers differ in their valuation of smoke-free amenities. Consumer heterogeneity implies that the market equilibrium may result in too much uniformity, whereas social optimality requires a mix of smoking and non-smoking pubs (which can be operationalized via licensing). If the market equilibrium has almost all pubs permitting smoking (as is the case in the data) then a blanket ban reduces pub sales, profits, and consumer welfare. We collect survey data from public houses and find that the Scottish smoking ban (introduced in March 2006) reduced pub sales and harmed medium run profitability. An event study analysis of the stock market performance of pub-holding companies corroborates the negative effects of the smoking ban on firm performance