<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rege, Mari</style></author><author><style face="normal" font="default" size="100%">Størksen, Ingunn</style></author><author><style face="normal" font="default" size="100%">Solli, Ingeborg F.</style></author><author><style face="normal" font="default" size="100%">Kalil, Ariel</style></author><author><style face="normal" font="default" size="100%">McClelland, Megan M.</style></author><author><style face="normal" font="default" size="100%">ten Braak, Dieuwer</style></author><author><style face="normal" font="default" size="100%">Lenes, Ragnhild</style></author><author><style face="normal" font="default" size="100%">Lunde, Svanaug</style></author><author><style face="normal" font="default" size="100%">Breive, Svanhild</style></author><author><style face="normal" font="default" size="100%">Carlsen, Martin</style></author><author><style face="normal" font="default" size="100%">Erfjord, Ingvald</style></author><author><style face="normal" font="default" size="100%">Hundeland, Per Sigurd</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">The Effects of a Structured Curriculum on Preschool Effectiveness</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2024-03-01 00:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">576-603</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/jhr.0220-10749R3</style></doi><volume><style face="normal" font="default" size="100%">59</style></volume><issue><style face="normal" font="default" size="100%">2</style></issue><abstract><style  face="normal" font="default" size="100%">This study tests an intervention that introduces a structured curriculum for five-year-olds into the universal preschool context of Norway, where the business as usual is an unstructured curriculum. We conduct a field experiment with 691 five-year-olds in 71 preschools and measure treatment impacts on children’s development in mathematics, language, and executive functioning. The nine-month intervention has effects on child development at post-intervention, and the effects persist one year following the end of the treatment. The effects are mainly driven by the preschools identified as low quality at baseline, indicating that a structured curriculum can reduce inequality in early childhood learning environments.</style></abstract></record></records></xml>