**Author details**

Ana Ancheta Arrabal

Department of Comparative Education and History of Education, Faculty of Philosophy and Sciences of Education, University of Valencia, Valencia, Spain

\*Address all correspondence to: ana.ancheta@uv.es

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

**16**

*Early Childhood Education*

**A. Appendix 1**

Explanatory notes: — Not available. †Not applicable. S. E. Standard Error.

Assessments.

**A.1 Appendix 2**

Explanatory notes: — Not available.

American countries that participated in PISA. This fact, as it was warned before [10], could be an indication that preschool education, with the compulsory attendance policy, has become an early primary education in Latin America. Hence, as the effect of having been in preschool for a longer period and the impact of the socioeconomic factors influence both the duration of attendance in early education and performance on the PISA tests [21], compulsory preschool education can only reduce social inequalities in educational achievement when it is mandatory for more than 1 year prior to enter formal schooling or when the universalization of preschool is guaranteed in the earlier years. This situation has been observed in the case of Uruguay where the differential score in science per year attending preprimary school is the greatest from this region and among the highest of OECD [19]. Today, Latin American children have a higher probability of being born in poor households than 20 years ago, even though recent results in poverty reduction are quite positive [23]. Therefore, beyond compulsory attendance policies, universal good quality services are needed to reach both the lower income groups and the middle classes so as to guarantee access to those most in need [24].

Argentina: Coverage is too small to ensure comparability (see PISA 2015 Results [Volume I]: Excellence and Equity in Education [OECD, 2016], Annex A4). The Reading, Mathematics and Science scale ranges from 0 to 1000. Some apparent

Source: By author Organization for Economic Cooperation and Development (OECD), Program for International Student Assessment (PISA), 2015 Mathematics

differences between estimates may not be statistically significant.
