Nina Hogrebe|Rolf Strietholt
Does non-participation in preschool affect children’s reading achievement? International evidence from propensity score analyses
University of Münster|University of Oslo|University of Gothenburg|TU Dortmund University
expectations high early childhood education support students reading literacy research findings inconclusive purpose study estimate effect preschool nonparticipation reading literacy end primary school average achievement children attend preschool compared would attended preschool using pirls 2011 data employ propensity score matching approximate randomized experiment largescale basis estimate effect nine countries find children attend preschool come disadvantaged backgrounds countries however exception two countries study shows reading achievement end primary school statistically significantly lower performance matched children similar backgrounds attended preschool keeping mind methodological limitations discuss findings study policy perspective