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Research ArticleArticle

Preschool and Parental Response in a Second Best World:

Evidence from a School Construction Experiment

Adrien Bouguen, Deon Filmer, Karen Macours and Sophie Naudeau
Published online before print February 17, 2017, 1215-7581R1; DOI: https://doi.org/10.3368/jhr.53.2.1215-7581R1
Adrien Bouguen
Adrien Bouguen is a postdoctoral researcher at the University of Mannheim. Deon Filmer is a lead economist at the World Bank. Karen Macours is an associate professor at the Paris School of Economics and researcher at INRA. Sophie Naudeau is a program leader at the World Bank. We thank Luis Benveniste, Norbert Schady, Beng Simeth, Tsuyoshi Fukao and the members of Early Child Development Department of the Royal Government of Cambodia’s Ministry of Education for input and assistance. Ella Humphry and Alison Whyte provided valuable research assistance. The authors are responsible for any errors. This work benefited from funding from the World Bank as well as through the EPDF Trust Fund (TF095369) and the Spanish Impact Evaluation Fund (TF097107). We are grateful for comments from two anonymous referees, Orazio Attanasio, Samuel Berlinski, David Evans, Emanuela Galasso, Paul Glewwe, Sally Grantham McGregor, Raphael Lalive, Robert Jensen, Martin Ravallion and Marta Rubio-Codina, and participants at presentations at the Institute for Fiscal Studies, Lund University, PSE, and the World Bank. The findings, interpretations, and conclusions expressed in this paper are those of the authors and do not necessarily represent the views of the World Bank, its Executive Directors, or the governments it represents. The data used in this article can be obtained beginning six months after publication through three years hence from Adrien Bouguen, .
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Deon Filmer
Adrien Bouguen is a postdoctoral researcher at the University of Mannheim. Deon Filmer is a lead economist at the World Bank. Karen Macours is an associate professor at the Paris School of Economics and researcher at INRA. Sophie Naudeau is a program leader at the World Bank. We thank Luis Benveniste, Norbert Schady, Beng Simeth, Tsuyoshi Fukao and the members of Early Child Development Department of the Royal Government of Cambodia’s Ministry of Education for input and assistance. Ella Humphry and Alison Whyte provided valuable research assistance. The authors are responsible for any errors. This work benefited from funding from the World Bank as well as through the EPDF Trust Fund (TF095369) and the Spanish Impact Evaluation Fund (TF097107). We are grateful for comments from two anonymous referees, Orazio Attanasio, Samuel Berlinski, David Evans, Emanuela Galasso, Paul Glewwe, Sally Grantham McGregor, Raphael Lalive, Robert Jensen, Martin Ravallion and Marta Rubio-Codina, and participants at presentations at the Institute for Fiscal Studies, Lund University, PSE, and the World Bank. The findings, interpretations, and conclusions expressed in this paper are those of the authors and do not necessarily represent the views of the World Bank, its Executive Directors, or the governments it represents. The data used in this article can be obtained beginning six months after publication through three years hence from Adrien Bouguen, .
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  • For correspondence: [email protected]
Karen Macours
Adrien Bouguen is a postdoctoral researcher at the University of Mannheim. Deon Filmer is a lead economist at the World Bank. Karen Macours is an associate professor at the Paris School of Economics and researcher at INRA. Sophie Naudeau is a program leader at the World Bank. We thank Luis Benveniste, Norbert Schady, Beng Simeth, Tsuyoshi Fukao and the members of Early Child Development Department of the Royal Government of Cambodia’s Ministry of Education for input and assistance. Ella Humphry and Alison Whyte provided valuable research assistance. The authors are responsible for any errors. This work benefited from funding from the World Bank as well as through the EPDF Trust Fund (TF095369) and the Spanish Impact Evaluation Fund (TF097107). We are grateful for comments from two anonymous referees, Orazio Attanasio, Samuel Berlinski, David Evans, Emanuela Galasso, Paul Glewwe, Sally Grantham McGregor, Raphael Lalive, Robert Jensen, Martin Ravallion and Marta Rubio-Codina, and participants at presentations at the Institute for Fiscal Studies, Lund University, PSE, and the World Bank. The findings, interpretations, and conclusions expressed in this paper are those of the authors and do not necessarily represent the views of the World Bank, its Executive Directors, or the governments it represents. The data used in this article can be obtained beginning six months after publication through three years hence from Adrien Bouguen, .
  • Find this author on Google Scholar
  • Find this author on PubMed
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  • For correspondence: [email protected] [email protected]
Sophie Naudeau
Adrien Bouguen is a postdoctoral researcher at the University of Mannheim. Deon Filmer is a lead economist at the World Bank. Karen Macours is an associate professor at the Paris School of Economics and researcher at INRA. Sophie Naudeau is a program leader at the World Bank. We thank Luis Benveniste, Norbert Schady, Beng Simeth, Tsuyoshi Fukao and the members of Early Child Development Department of the Royal Government of Cambodia’s Ministry of Education for input and assistance. Ella Humphry and Alison Whyte provided valuable research assistance. The authors are responsible for any errors. This work benefited from funding from the World Bank as well as through the EPDF Trust Fund (TF095369) and the Spanish Impact Evaluation Fund (TF097107). We are grateful for comments from two anonymous referees, Orazio Attanasio, Samuel Berlinski, David Evans, Emanuela Galasso, Paul Glewwe, Sally Grantham McGregor, Raphael Lalive, Robert Jensen, Martin Ravallion and Marta Rubio-Codina, and participants at presentations at the Institute for Fiscal Studies, Lund University, PSE, and the World Bank. The findings, interpretations, and conclusions expressed in this paper are those of the authors and do not necessarily represent the views of the World Bank, its Executive Directors, or the governments it represents. The data used in this article can be obtained beginning six months after publication through three years hence from Adrien Bouguen, .
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Abstract

Interventions targeting early childhood hold promise for reducing the intergenerational transmission of poverty. Results from a randomized evaluation of a preschool construction program in Cambodia suggest caution. Overall impacts on early childhood outcomes are small and insignificant. Impacts on cognition are negative for the cohort with highest program exposure, with the largest negative effects among children of poorer and less educated parents. The results are explained by substitution from primary to preschool, and differences in demand responses to preschools between more and less educated parents. Context, program specifics, and behavioral responses, can hence lead to perverse effects of well-intentioned interventions.

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Journal of Human Resources: 60 (3)
Journal of Human Resources
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Preschool and Parental Response in a Second Best World:
Adrien Bouguen, Deon Filmer, Karen Macours, Sophie Naudeau
Journal of Human Resources Feb 2017, 1215-7581R1; DOI: 10.3368/jhr.53.2.1215-7581R1

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Preschool and Parental Response in a Second Best World:
Adrien Bouguen, Deon Filmer, Karen Macours, Sophie Naudeau
Journal of Human Resources Feb 2017, 1215-7581R1; DOI: 10.3368/jhr.53.2.1215-7581R1
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