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<p>This paper studies the effects of state preschool programs on grade progression, child development, and health outcomes from ages 5 to 15 in the United States. Leveraging variation in the timing of pre-K program implementation across states and using data from state legislatures and two national surveys, I estimate the dynamic reduced-form impacts of a large group of pre-K programs. The findings show that pre-K significantly reduces grade retention, particularly for children from low socioeconomic backgrounds, with no significant differences between targeted and universal pre-K programs. There is suggestive evidence of short-run improvements in developmental and behavioral outcomes, alongside a temporary increase in illness-related missed school days, but no significant effects on overall health. These results highlight the lasting academic benefits of early childhood education, especially for disadvantaged children.</p>

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Short- and medium-run impacts of preschool education: evidence from state pre-K programs

  • 期刊论文

  • 发表日期：

    2025年6月30日

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  • Mariana Zerpa

摘要

This paper studies the effects of state preschool programs on grade progression, child development, and health outcomes from ages 5 to 15 in the United States. Leveraging variation in the timing of pre-K program implementation across states and using data from state legislatures and two national surveys, I estimate the dynamic reduced-form impacts of a large group of pre-K programs. The findings show that pre-K significantly reduces grade retention, particularly for children from low socioeconomic backgrounds, with no significant differences between targeted and universal pre-K programs. There is suggestive evidence of short-run improvements in developmental and behavioral outcomes, alongside a temporary increase in illness-related missed school days, but no significant effects on overall health. These results highlight the lasting academic benefits of early childhood education, especially for disadvantaged children.