educational outcomes

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Early Childhood Research Quarterly

• Following a national policy reform of early childhood education in Ethiopia, the enrolment rate increased from 5 percent in 2010 to 46 percent in 2016. • Following this large-scale expansion of early childhood education, we find that inequalities in preschool access persisted with respect to a child's geographical location, gender, age. • Parental literacy plays a significant role in determining preschool participation in both 2010 and 2016. • After the expansion, preschool participation is significantly and positively associated with children's early reading skills in primary schools. In Ethiopia, major policy reforms to increase equitable access to pre-primary education were instigated in 2010, leading to a surge in pre-primary school enrolment. This paper investigates the effects of the expansion on who gets access to pre-primary education and on readiness for primary school. We find that inequalities in pre-primary access between advantaged and disadvantaged regions of the country persist following the reforms, with girls less likely to attend school, particularly in more disadvantaged regions. More than half of children enrolled in pre-primary classrooms are below the official age of 6 years. Children from more advantaged backgrounds (those whose parents are literate, have reading materials at home, and live in urban areas) are more likely to participate in pre-primary schools both before and after the reform. Yet pre-primary education could play a role in equalizing opportunities in primary school: we find pre-primary participation to be positively associated with children's reading skills in Grades 2 and 3 of primary school after the expansion. These findings highlight the need to focus policy attention on efforts to reduce barriers to pre-primary access for children in disadvantaged circumstances.

Persistent inequalities in early years’ access and learning: evidence from large-scale expansion of pre-primary education in Ethiopia