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Intergenerational Spillovers of Driving Privileges for Undocumented Immigrants: Evidence from Early Childhood Education

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Listed:
  • Catalina Amuedo-Dorantes
  • Monica Deza
  • Genti Kostandini
  • Tianyuan Luo

Abstract

We study the intergenerational impact of granting driver’s licenses to undocumented immigrants on early childhood education (ECE) participation among their U.S.-born children. Using a difference-in-differences framework applied to American Community Survey data from 2005– 2019, we find that these policies increase preschool enrollment by 6% among Hispanic children with likely undocumented parents. Effects are larger when mothers are the likely license recipients. We find no effects among children of documented Hispanic parents or in placebo samples. Mechanism analyses show increased vehicle ownership, solo commuting, maternal labor earnings, and English proficiency, suggesting reduced logistical and economic barriers. These findings underscore how inclusive mobility policies can improve educational equity and long-run integration outcomes.

Suggested Citation

  • Catalina Amuedo-Dorantes & Monica Deza & Genti Kostandini & Tianyuan Luo, 2024. "Intergenerational Spillovers of Driving Privileges for Undocumented Immigrants: Evidence from Early Childhood Education," NBER Working Papers 32723, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:32723
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    More about this item

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J6 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers
    • J68 - Labor and Demographic Economics - - Mobility, Unemployment, Vacancies, and Immigrant Workers - - - Public Policy
    • K37 - Law and Economics - - Other Substantive Areas of Law - - - Immigration Law

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