AEA Papers and Proceedings
ISSN 2574-0768 (Print) | ISSN 2574-0776 (Online)
How Universal Preschool Shapes Boys’ and Girls’ Outcomes in Poor and Better-Off Households: Evidence from Mexico
AEA Papers and Proceedings
(pp. 284–288)
Abstract
This research evaluates Mexico’s 2002 universal preschool mandate using a local difference-in-differences design to isolate policy impacts from school-entry-age effects. Although the mandate significantly boosted cognitive test scores, particularly for higher-income households not participating in Prospera (the conditional cash transfer program for the poor), it proved most effective at improving grade progression for disadvantaged groups. Specifically, boys from Prospera households saw the largest reduction in grade failure. Additionally, the reform enhanced noncognitive skills for boys from non-Prospera households, with no comparable gains for girls. Overall, the findings reveal critical gender and socioeconomic heterogeneity in early childhood educational intervention impacts.Citation
Behrman, Jere R., Susan W. Parker, Petra E. Todd, and Weilong Zhang. 2026. "How Universal Preschool Shapes Boys’ and Girls’ Outcomes in Poor and Better-Off Households: Evidence from Mexico." AEA Papers and Proceedings 116: 284–288. DOI: 10.1257/pandp.20261113Additional Materials
JEL Classification
- H52 National Government Expenditures and Education
- I21 Analysis of Education
- I26 Returns to Education
- I28 Education: Government Policy
- J13 Fertility; Family Planning; Child Care; Children; Youth
- J16 Economics of Gender; Non-labor Discrimination
- O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration