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Do State-Funded Pre-K Programs Improve Long-Run Outcomes?

Author

Listed:
  • Mikdash, Maya

    (Louisiana State University)

  • Zhong, Jiee

    (Miami University)

Abstract

We study the long-term effects of access to state-funded early childhood education on educational attainment and labor market outcomes. To do so, we exploit quasi-random variation across districts and cohorts generated by the phased rollout of Texas's large-scale public Pre-K program. Using restricted-access administrative data, we find that access to state-funded Pre-K substantially increases enrollment, particularly in districts without alternative preschool options. Additional results show that in districts that provide Pre-K simultaneously for three- and four-year-olds, access to Pre-K increases earnings at age 27 and high-school graduation by about 4 percent, with no effect on college enrollment. In contrast, access to Pre-K has no effects on labor market and educational outcomes in districts that primarily serve four-year-olds only. We provide suggestive evidence that the effectiveness of state-funded Pre-K depends on program funding rather than access alone.

Suggested Citation

  • Mikdash, Maya & Zhong, Jiee, 2026. "Do State-Funded Pre-K Programs Improve Long-Run Outcomes?," IZA Discussion Papers 18790, IZA Network @ LISER.
    • Handle: RePEc:iza:izadps:dp18790
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    Keywords

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    JEL classification:

    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education

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