Early Bird Catches the Worm: The Causal Impact of Pre-School Participation and Teacher Qualifications on Year 3 National Naplan Cognitive Tests

摘要: Using data from the Longitudinal Survey of Australian Children (LSAC), this is first analysis for Australia to evaluate impact attendance at pre-school programs on matched Year 3 nation-wide NAPLAN test outcomes in domains Numeracy, Reading, Spelling, Writing and Grammar. We additionally disaggregate specific teacher qualifications children’s cognitive outcomes. While one year learning represented by about 50 points, we find average domain effects as much 10-15 mainly driven upper quantiles distribution. To address causality issues, use Kernel matching, whereby ATTs ATUs are magnitude 10 20 which reduced only modestly 15 points with additional controls observed ability. score impacts Reading Spelling strongest significant highest increases scores being attained children whose teachers had Diploma or Degree level (high) qualifications, identifying time crucial nature driving nationally representative long-run treatment