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

Mariana Zerpa ()
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Mariana Zerpa: University of Chile

Journal of Population Economics, 2025, vol. 38, issue 3, No 7, 39 pages

Abstract: Abstract 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.

Keywords: Early education; Pre-K; Child development; Health (search for similar items in EconPapers)
JEL-codes: H75 I12 I21 I28 J13 J24 (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s00148-025-01112-4

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