Reducing the gender gap in early learning: Evidence from a field experiment in Norwegian preschools
一项在挪威幼儿园进行的实地实验发现，更结构化的课程能显著提升男孩的早期学习技能，从而缩小与女孩的性别差距，且效果持续到正式入学。
Substantial gender differences in key academic skills appear even before children start formal schooling. Although increasing investments in early-childhood programs is motivated by efforts to promote equality of opportunity in education, program attendance seems to have less effect on boys. In this field experiment, we investigate whether a more structured curriculum can help preschools reduce the gender gap in early learning. While girls have higher skills at baseline, we find that the intervention primarily benefits boys, thereby reducing the gender skill gap, with effects persisting into formal schooling.