Middle-run educational impacts of comprehensive early childhood interventions: evidence from a pioneer program in Chile

Abstract

This paper analyzes the impact of comprehensive and universal early childhood development programs on educational outcomes during middle childhood. I exploit the birth eligibility cutoff of a pioneer intervention of this type in Chile and use administrative data on grade point averages and standardized test scores. Program exposure raises standardized math scores by 1.8% of a standard deviation, standardized reading scores by 4.0% of a standard deviation, and grade point averages by 0.03% of a standard deviation. I find that socioeconomically vulnerable children benefit less from program exposure. The educational marginal value of public funds indicates that the program is beneficial overall and pays for itself.