Early Childhood Education Program Impact Evaluation 2012-2014
Encuestas para la Evaluación de Impacto de un Programa de Desarrollo Infantil, 2012-2014
Other Household Survey [hh/oth]
This impact evaluation was designed by researchers from the World Bank and Center for Economic Research and Education (CIDE) to measure the impact of the Mexico's Early Childhood Education Program on the physical, cognitive and social development of children as well as changes in parents' and caregivers' habits and reading practices.
The Early Childhood Education Program (ECEP), also known as Educación Inicial, is being implemented by Educational Promotion National Council (CONAFE) in highly marginalized rural areas of Mexico. It consists of a non-formal education program that provides training to community workers and families for the upbringing of children from 0-4 years of age, as well as care during pregnancy.
This impact evaluation addresses the following research questions:
-What is the impact of the early education program on the physical, cognitive and social emotional development of children between 0-4 years of age?
-What it the impact of the early education program on knowledge and behavior of parents of children aged 0-4 years?
-What is the cost and cost-effectiveness of this community program, compared to other programs that are currently being evaluated in other places?
The study sample consisted of 64 treatment towns and 62 controls towns in Puebla, Oaxaca, Veracruz, Chiapas, Mexico and Queretaro states. Treatment communities received ECEP services, and control communities did not. Three waves of data collection - baseline, midline and endline - were conducted during 2012-2014.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
v01 - edited, anonymous datasets for public distribution
The datasets include data from all three waves that were collected during 2012-2014.
Children: Children's characteristics, scores of cognitive development;
Household: Household characteristics, household assets, water and sanitation;
Promoter: Promoter's characteristics, work experiences in early education, teaching materials.
Puebla, Oaxaca, Veracruz, Chiapas, Mexico and Queretaro states
Producers and sponsors
Center for Economic Research and Education (CIDE)
The World Bank
The World Bank
The World Bank and Center for Economic Research and Education (CIDE)
Technical assistance in data processing
The International Initiative for Impact Evaluation
Funding of all three rounds of the study
The Government of Mexico, CONAFE
Assistance in questionnaire design and survey implementation
In collaboration with the Mexican government, administrative data was used to identify all towns in six states that had at least ten households with children under 5 years old. Using a set of broad characteristics, researchers created matched pairs within states. The Mexican government then advertised and held interest meetings in all towns to identify households that would be interested in the program. The households that participated in the interest meetings serve as the sample. Towns were randomly assigned within each pair, one to treatment and one to control. Some towns in each group were ultimately dropped because they rejected either the program or the data collection.
The final sample consisted of 64 treatment towns and 62 controls towns.
Dates of Data Collection
Data Collection Mode
During the course of data collection, CIDE sent field supervisors to accompany the work of the contractor, to observe the execution of the interviews, answer questions arising during implementation and to identify and correct any errors observed.
Data Collection Notes
Center for Economic Research and Education (CIDE) supervised data collection done by private, contracted firms.
The following survey instruments were used in all three waves of the impact evaluation:
1) The Ages & Stages Questionnaire (ASQ-3) was administered to each child to gauge the cognitive and motor development.
2) Caregivers' Questionnaire was administered to the primary caregiver(s) of the household in order to capture parenting practices and their beliefs about how best to care for children.
3) Home Questionnaire was designed to capture demographic and contextual information about the children's household. The number of Home Questionnaires depended on the total applied caregivers and pregnant women.
4) Promoter Questionnaire was administered to the promoter (educator) of each community and included education background, work experiences and training information.
All the questionnaires were published and implemented in Spanish.
To measure children's cognitive and motor development, Ages & Stages Questionnaire (ASQ) was chosen by CIDE and the World Bank researchers. Built by researchers at the University of Oregon, the questionnaire is recognized as a high quality instrument for detection of the strengths and weaknesses of social and emotional development in children.
Different versions of Home and Caregiver Questionnaires were used in treatment and control groups. All children regardless of their treatment status received the same Ages & Stages Questionnaire.
The World Bank
Use of the dataset must be acknowledged using a citation which would include:
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Sergio Cárdenas, Center for Economic Research and Education (CIDE), David Evans, World Bank, Peter Holland, World Bank. Mexico Early Childhood Education Program Impact Evaluation 2012-2014. Ref. MEX_2012-2014_ECEPIE_v01_M_v01_A_PUF. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
DDI Document ID
Development Data Group
AFRCE - Office of the Chief Economist
Date of Metadata Production
DDI Document version
v01 (October 2015)