Although enrolment and attendance are relevant achievements per se, the previous results say little about the consequences on children's social and cognitive capacities. This is certainly due to the difficulties of discerning a causal relation between a single intervention and an outcome which may be influenced by a number of other (often difficult to measure) factors, ranging from the quality of the education provided, to the socio-economic characteristics of the recipients. In Chile Crece Contigo has a proven positive impact on language, and the cognitive development of children older than 2 years living in rural areas (Ministerio de Educacion, 2007), though these differences are likely to disappear at the secondary level (Ministerio de Educacion, 1998). Indeed, there is evidence highlighting this from different contexts in the developing world.