摘要
学前教育能否给个体带来实质性的影响,是全面普及三年学前教育的意义前提,但在实证层面尚未得到系统的检验与呈现。本文基于中国教育追踪调查(2013-2014)的数据,运用基于反事实估计的倾向值匹配法克服自我选择偏差等问题,在全国层面上实证估测了学前教育经历对初中生学业成绩及成长的影响。一般回归和倾向值匹配后的结果均发现,接受过学前教育的初中生,会有更高的认知能力、学业成绩和更良好的心理和生理健康状况,但一般回归的结果确实高估了学前教育带来的影响效应。
Preschool education is a kind of important early human capital investment,as it plays a fundamental role in skill accumulation formation process. This study empirically estimates the effect of preschool education on academic achievement and development of the junior high school students at the national level based on Chinese Education Panel Survey(2013-2014). The results of general regression and Propensity-Score matching both show that the students received preschool education tend to have higher cognitive ability and academic achievement and better mental and physical health. This conclusion provides basic evidence and meaningful condition for popularization of compulsory pre-school education of three years.
作者
叶圣军
YE Sheng-jun(Fujian Preschool Education Colledge,Fuzhou 350007,China)
出处
《陕西学前师范学院学报》
2022年第4期1-6,39,共7页
Journal of Shaanxi Xueqian Normal University
关键词
学前教育
学业成绩
倾向值匹配
preschool education
academic achievement
Propensity-Score matching
