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Starting Strong: Medium- and Longer-run Benefits of Mexico's Universal Preschool Mandate

Author

Listed:
  • Jere R. Behrman

    (University of Pennsylvania)

  • Ricardo Gomez-Carrera

    (World Inequality Lab)

  • Susan W. Parker

    (University of Maryland)

  • Petra E. Todd

    (University of Pennsylvania)

  • Weilong Zhang

    (University of Cambridge)

Abstract

In the last two decades, a number of Latin American countries expanded preschool availability and made attendance compulsory. In 2002, Mexico launched a reform that mandated three years of preschool before entering primary school, gradually phasing in the requirement. Using nationwide longitudinal administrative educational data, household survey data, and a quasi-experimental regression-discontinuity approach, this paper investigates the medium and longer-term impacts of the mandate. Results show that the preschool mandate enhanced fifth- and sixth-grade math and Spanish scores, improved noncognitive skills, heightened student engagement, reduced failure rates, and led to greater schooling attainment for young adults nearly 20 years post-reform.

Suggested Citation

  • Jere R. Behrman & Ricardo Gomez-Carrera & Susan W. Parker & Petra E. Todd & Weilong Zhang, 2024. "Starting Strong: Medium- and Longer-run Benefits of Mexico's Universal Preschool Mandate," PIER Working Paper Archive 24-029, Penn Institute for Economic Research, Department of Economics, University of Pennsylvania.
    • Handle: RePEc:pen:papers:24-029
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    File URL: https://economics.sas.upenn.edu/system/files/working-papers/24-029%20PIER%20Paper%20Submission.pdf
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    Cited by:

    1. Li, Yanan & Menon, Nidhiya & Sunder, Naveen, 2024. "The Company You Keep: The Positive Peer Effects of Kindergarten on Learning and Mental Health," IZA Discussion Papers 17531, Institute of Labor Economics (IZA).

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