The spillover benefits of expanding access to preschool

Abstract

Abstract I ask do spillover benefits exist from preschool. I exploit district and time variation in access to a state preschool program (CDEP) that targets disadvantaged four-year-olds (those eligible for free or reduced-price lunch or Medicaid). Using a difference-indifferences design, I estimate the effects by CDEP-eligibility status of CDEP exposure (residing in a CDEP district after launch at age four) on test scores. I find that CDEP benefits its targeted population and increases the math and reading scores of exposed, CDEP-ineligible students by about 0.13 and 0.14 standard deviations, respectively. These spillover effects may stem, in whole or in part, from improvements to classroom decorum via fewer behavioral disruptions.