Article,
What is the Added Value of Preschool for Poor Children? Long-Term and Intergenerational Impacts and Interactions with an Infant Health Intervention
Contributors
Rossin-Slater, Maya
0000-0002-8905-2944
(Corresponding author)
[1]
[2]
[3]
Wust, Miriam
0000-0001-7171-7146
[4]
[5]
Affiliations
- [1] IZA, Durham, NC 27713 USA [NORA names: United States; America, North; OECD];
- [2] NBER, Cambridge, MA 02138 USA [NORA names: United States; America, North; OECD];
- [3] Stanford Univ, 259 Campus Dr,Redwood Bldg T101C, Stanford, CA 94305 USA [NORA names: United States; America, North; OECD];
- [4] Univ Copenhagen, Oster Farimagsgade 5,Bldg 26, DK-1353 Copenhagen K, Denmark [NORA names: KU University of Copenhagen; University; Denmark; Europe, EU; Nordic; OECD];
- [5] VIVE Danish Ctr Social Sci Res, Copenhagen, Denmark [NORA names: VIVE The Danish Center for Social Science Research; Governmental Institutions; Denmark; Europe, EU; Nordic; OECD]
Abstract
We study the impact of preschool targeted at children from low-income families over the life cycle and across generations, and examine its interaction with an infant health intervention. Using Danish administrative data with variation in the timing of program implementation over the period 1933-1960, we find lasting benefits of access to preschool on adult educational attainment, earnings, and survival beyond age 65. We also show that children of women exposed to pre-school obtain more education by age 25. However, exposure to a nurse home visiting program in infancy reduces the added value of preschool, implying that the programs serve as partial substitutes.
