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Aloisio Pessoa de Araújo (IMPA e EPGE/FGV-RJ)
Setembro, 2016
Source: PNAD
0
1
2
3
4
5
6
7
8
9
1992 1993 1995 1996 1997 1998 1999 2001 2002 2003 2004 2005 2006 2007 2008 2009
Average years of study, by region
Brasil
Nordeste
Sudeste
0
10
20
30
40
50
60
70
80
90
100
1995 2001 2005 2006 2007 2008 2009
Percentage of children enrolled in Preschool (between 4 and 6 years)
Brasil
Nordeste
Sudeste
Source: PNAD
Souce: Síntese de Indicadores Sociais 2010 (IBGE)
1
1.5
2
2.5
3
3.5
From 0 to 7 years Higher or equal to 8 years
Fertility rate in Brazil, according to years of study (2009)
Brazil
Northeast
Southeast
Rates of return on human capital investment
0-3 4-5 6-17 18 -
Age
Rat
es o
fre
turn
on
hu
man
cap
ital
inve
stm
ent
Early years of the child’s life
Preschool programs
Schooling
Job training
Heckman et al (2006)
Source: Heckman, Stixrud and Urzua (2006)
Average salary of thirty year old males in the United States
Source: Heckman, Stixrud and Urzua (2006)
Probability of having a college degree at the age of 30 (Men, United States)
Heckman et al (2006)
Source: Seong Hyeok Moon (2008)
Caucasian children: males, between 0 and 2 years of age
Heckman and Cunha (2009)
Source: Seong Hyeok Moon (2008)
Caucasian children: males, between 0 and 2 years of age
Heckman and Cunha (2009)
• Heckman and Cunha (2008) developed simple models thatsummarize what we know about skill development for children. They worked with specific technologies for theproduction function of skills, which can be characterized by:
1. Self-productivity: early investments produce early skills andalso late skills.
2. Complementarity: early investments complement late investments.
• CASE 1 (Perfect substitutes): investments in young and oldage yield the same results. However, even if remediation is possible, it might be too expensive.
• CASE 2 (Perfect complements): investments in younger ages are necessary, and must be followed by investments in olderages. Otherwise, they will not compensate.
1. Early investments must be higher for children withfrom unfavourable environments.
2. If early remediation does not occur in the first stagesof childhood, it is not optimal to remediate in the late stages.
3. However, if remediation does occur in late stages, it must focus on enhancing non-cognitive skills, ratherthan cognitive skills..
4. Early remediation for disadvantageous children is a necessary but not sufficient condition.
5. In fact, Heckman and Cunha (2008) show that if earlyremediation is successful, then it must be followed byhigh late investments as well.
Evidences from technology estimates
Advanced cognitivefunctions
LanguageSenses (hearing, vision...)
-6 -3 0 3 6 1 4 8 12 169
months years
age
con
cep
tio
nFraser Mustard (2009)
• Perry Preschool (USA): Comparison betweentreatment and control groups at 45 years of age.;
• Twice as much chance of getting a job;
• Percentage of students that finished high school: 1/3 higher;
• Crime incidence: 40% lower;
• 40% less unwanted pregnancies;
• Use of drugs significantly lower.
Fraser Mustard (2009)
Poin
ts(L
angu
age
)
Parental education (years)
Fraser Mustard (2009)
Number of fights in fourth grade
Cuba: 0,07
Chile: 0,25
Mexico: 0,28
Argentina: 0,30
Source: Carnoy and Marshall (2004)
Fraser Mustard (2009)
Stephen Suomi: Alcohol Consumption
Stephen Suomi: Cortisol
Academic progress of children in Pre-K programs, according to program dosage
Nat
ion
alp
erc
en
tile
Sharon Ramey (2009)
10
50
14
31
30
5
10
15
20
25
30
35
40
45
50
55
Pre-Treatment Post-Treatment
LA, full time, all year LA, full time, half of a year MD, half time, all year
R. Paes de Barros and R. Mendonça
• Fourth graders that went through Preschool achieve higherscores in math and portuguese tests. They also repeat schoolyears more unfrequently than those students that did not gothrough Preschool.
André Portella
a) Creation of centers of excellence, associated with theBrazilian Ministry of Education and the StateGovernments, to advance research in early childhoodeducation, with the participation of economists, neuroscientists and educators.
Objective: ensuring that Brazil will have researchcenters capable of keeping up with the scientificresearch on the subject, and producing new researchthat is related to the Brazilian reality.
Public policies suggestions for Brazil
b) Implementation of high quality daycare centers thatserve as a benchmark and example for existing andfuture daycare centers.
Characteristics: associated with federal, state andprivate universities, and other high qualityinstitutions (religious and business entities, etc.).
Public policies suggestions for Brazil
Pela primeira vez nota média dos alunos ultrapassam nível considerado adequado para o 5º ano
Sistema de Avaliação da Educação Básica (2015)
26Fonte: Folha de São Paulo
Sistema de Avaliação da Educação Básica (2015)
27Fonte: Folha de São Paulo
28Fonte: Folha de São Paulo
Sistema de Avaliação da Educação Básica (2015)
29Fonte: Folha de São Paulo
Sistema de Avaliação da Educação Básica (2015)
30Fonte: Folha de São Paulo
Sistema de Avaliação da Educação Básica (2015)
31Fonte: Folha de São Paulo
Sistema de Avaliação da Educação Básica (2015)