Aloisio Pessoa de Araújo - FGV EPGE

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)

• 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)


Number of fights in fourth grade

Cuba: 0,07

Chile: 0,25

Mexico: 0,28

Argentina: 0,30

Source: Carnoy and Marshall (2004)


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

Aloisio Pessoa de Araújo - FGV EPGE

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