Do Preschools Add ‘Value’? Evidence on Achievement Gaps From Rural India

Abstract

Despite a long-standing preschool policy and investment in preschool infrastructure in India, dating back to 1975, a rigorous evaluation of preschools in India remains virtually absent. Using data from three geographically and economically distinct states in India, the paper studies the immediate (1 year) impact of attending a preschool before starting primary school on cognitive, early language and numeracy skills. It additionally studies the heterogeneity in value-added of preschools by their management type. I find that there is a positive and significant premium of attending a preschool before starting primary school. However, the entire effect is driven by children who attend private preschools. Children who attend public preschools before starting primary school do not have a significant advantage over children who start primary school with no preschool experience. There is considerable regional heterogeneity in the private-public gap in learning levels with Andhra Pradesh exhibiting the highest private preschool premium. A descriptive study of the preschool quality by management type showed that private preschools have lower student-teacher ratios, longer hours of operation and a focus on formal instructional style of teaching. On the other hand, public preschools conduct more play-based activities. The results of this paper are particularly relevant in the backdrop of the new National Education Policy (Government of India, 2020), which stresses the need to improve foundational literacy and numeracy skills as early as in the preschool years. Given the findings of this paper, public preschools would need considerable overhaul to be able to deliver on closing the learning gaps. Moreover, the varying levels at which children start primary school based on their preschool experience highlight the need for educators to develop innovative pedagogical tools to effectively address learning heterogeneity within the classroom.