![Sample our Politics & International Relations journals, sign in here to start your FREE access for 14 days]({"type":"image" , "src" : "/sda/5947/TOC-Subject-Sample-2021-Politics-International-Relations.jpg"})
This study assesses whether the Indonesia Early Childhood Education and Development (ECED) project had an impact on early achievement gaps as measured by an array of child development outcomes and enrolment. First, using a fixed-effects model with a difference-in-difference estimator that compares children in project villages with those in non-project villages, we find that the positive impacts are concentrated among poor children. Second, extending our fixed-effects model, we also find that the achievement gap between richer and poorer children in project villages decreased on many dimensions compared with the achievement gap in non-project villages.
Acknowledgements
We would like to thank Luis Benveniste, Marilou Hyson, Menno Pradhan, Samer Al-Samarrai, and Heather Tomlinson for detailed feedback on an earlier version of this paper.
An earlier version of this paper was presented at the 2014 Population Association of America (PAA) Annual Meetings in Boston. We thank John Maluccio for his feedback as discussant. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organisations, or those of the Executive Directors of the World Bank or the governments they represent. All errors are our own.
Disclosure statement
No potential conflict of interest was reported by the authors.