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The role of preschool in reducing inequality

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  • Jane Waldfogel

    (Columbia University, USA, and IZA, Germany)

Abstract

Children from disadvantaged families have lower levels of school readiness when they enter school than do children from more advantaged families. Many countries have tried to reduce this inequality through publicly provided preschool. Evidence on the potential of these programs to reduce inequality in child development is now quite strong. Long-term studies of large publicly funded programs in Europe and Latin America, and newer studies on state and local prekindergarten programs implemented more recently in the US, find that the programs do improve outcomes for young children, particularly for those from disadvantaged families.

Suggested Citation

  • Jane Waldfogel, 2015. "The role of preschool in reducing inequality," IZA World of Labor, Institute of Labor Economics (IZA), pages 219-219, December.
    • Handle: RePEc:iza:izawol:journl:y:2015:n:219
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    References listed on IDEAS

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    4. Christina Felfe & Natalia Nollenberger & Núria Rodríguez-Planas, 2015. "Can’t buy mommy’s love? Universal childcare and children’s long-term cognitive development," Journal of Population Economics, Springer;European Society for Population Economics, vol. 28(2), pages 393-422, April.
    5. Tarjei Havnes & Magne Mogstad, 2011. "No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes," American Economic Journal: Economic Policy, American Economic Association, vol. 3(2), pages 97-129, May.
    6. Vivian C. Wong & Thomas D. Cook & W. Steven Barnett & Kwanghee Jung, 2008. "An effectiveness-based evaluation of five state pre-kindergarten programs," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 27(1), pages 122-154.
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    Cited by:

    1. H. Eren Suna & Mahmut Ozer, 2024. "Medium- and long-term outcomes of early childhood education: experiences from Turkish large-scale assessments," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.
    2. Jens Dietrichson & Ida Lykke Kristiansen & Bjørn A. Viinholt, 2020. "Universal Preschool Programs And Long‐Term Child Outcomes: A Systematic Review," Journal of Economic Surveys, Wiley Blackwell, vol. 34(5), pages 1007-1043, December.
    3. Michele Battisti & Gabriel Felbermayr & Sybille Lehwald, 2016. "Inequality in Germany: Myths, Facts, and Policy Implications," ifo Working Paper Series 217, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
    4. Dhuey, Elizabeth & Lamontagne, Jessie & Zhang, Tingting, 2019. "The Impact of Full-Day Kindergarten on Maternal Labour Supply," IZA Discussion Papers 12507, Institute of Labor Economics (IZA).

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    More about this item

    Keywords

    preschool; inequality; child development;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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