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Instituto Nacional de Salud Pública

2025, Number 3

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salud publica mex 2025; 67 (3)

Attendance to early childhood education programs and their effect on academic achievement in Mexico

Vázquez-Salas RA, Richardson-López-Collada V, Barrientos-Gutiérrez T, Ceballos-Roa A, Rubio-Jiménez G, Bautista-Márquez A, Sánchez-Ferrer JC, Hernández-Ávila JE, Espín-Arellano I, Heras-Gómez A, Hernández-Ávila M

Language: Spanish
References: 29
Page: 248-258
PDF size: 374.84 Kb.


ABSTRACT

Objective. To evaluate the association between trajectories of attendance to the initial education program of Instituto Mexicano del Seguro Social (GIMSS) during 2006-2010 and academic achievement in elementary school during 2009- 2013. Materials and methods. We identified 84 668 children attending the GIMSS during different periods and have the third-grade Evaluación Nacional del Logro Académico en Centros Escolares (ENLACE) results. As a comparison group, we selected participants of ENLACE of the same school, shift, and year of application of children who did not attend the GIMSS (n= 84 616). We calculated attendance trajectories using the KmL package (K-means+); the reference was “Not attendance to GIMSS”. We estimated independent conditional linear regression models to evaluate the association between trajectories of attendance and ENLACE. Results. We identified three trajectories of attendance to the GIMSS: low (41.02%), medium (30.50%), and high (28.48%). Children with trajectories of attendance high showed an increase of 2.87 points (95CI%: 1.25,4.50; p<‹0.001) in Spanish and 4.15 points (95CI%: 2.16,6.15; p‹0.001) in mathematics versus those who did not attend GIMSS. Conclusion. Attendance to GIMSS seems to confer advantages in academic achievement and decrease academic lag when attendance is constant; consistent attendance to initial education should be encouraged.


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