No Early Advantage? The Effects of Preschool Entry-Age Policies on Child Development in Peru

• Autores: Boyd, Chris M., Rentería, José María
• Formato: documento de trabajo
• Fecha de Publicación: 2025
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/204110
• Enlace del recurso: http://hdl.handle.net/20.500.14657/204110; http://doi.org/10.18800/2079-8474.0547
• Nivel de acceso: acceso abierto
• Materia: School entry age; Preschool education; Early childhood development; Child health; https://purl.org/pe-repo/ocde/ford#5.02.01

School entry cutoff policies establish the minimum age required to start school at a given date, determining whether a child is in a classroom with younger or older peers, which can affect their development. Existing research, particularly from high-income countries, shows that younger students face disadvantages in several areas, but little is known about the effects in low- and middle-income countries and for preschool children. We leverage the discontinuity created by government-imposed school entry cutoffs to measure the impact of late enrollment on child nutrition and early childhood development outcomes. Using data from Peru’s Demographic and Health Surveys and a fuzzy regression discontinuity design, we show that the laxly enforced preschool entry age policies significantly increase the probability of late enrollment, but on average they do not affect child health or early childhood development. Nonetheless, we find that these insignificant effects hide differential impacts for boys and girls, and poor children.