Abstract
The present study aims to estimate the effect of Chilean public early childhood education on the academic outcomes of 4th grade children on the Education Quality Measurement System (Simce, for its abbreviation in Spanish). The study seeks to understand if these effects vary according to the child’s gender and by the number of years of participation in early childhood education. Through Propensity Score Matching, it is observed that attending public early childhood education positively affects 4th grade academic results in Mathematics and Language. The early childhood education effect was greater for boys than for girls, and for those who assisted Transition Level 1.
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