This dissertation is composed of three chapters, each applying different quantitative methods to study a specific early childhood education policy or program. Chapter One explores whether expanding preschool education in low- and middle-income countries with public resources would be a viable policy option, using a benefit-cost analysis. Chapter Two examines economic costs of an emergent literacy program that places paid community tutors into pre-K classrooms in Minnesota using the ingredients method of cost analysis. Chapter Three investigates the effectiveness of a school-based attendance intervention at public preschools in high poverty communities of Chile by using student level observational data.
The three chapters each highlight different policy problems: global inequalities on access to preschool education, reading gaps among American PK-12 students, and high student absenteeism at publicly funded preschool programs. Together, these studies advance our knowledge about ways to address existing early childhood education policy problems. These studies also help shed light on gaps in our current knowledge and lay out future research agenda.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/dtxk-8c11 |
| Date | January 2022 |
| Creators | Muroga, Atsuko |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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