All for One, Pre-K for All: Assessing the Impact of Universal Pre-Kindergarten on Single Mothers in New York City

Abstract

In the 2014-2015 school year, New York City implemented a universal pre-kindergarten program called “Pre-K for All” open to all four-year-old children. This paper uses triple-difference economic methodology and personal interviews to explore how the implementation of Pre-K for All affected single mothers living in New York City. Using American Community Survey data from the United States Census, I estimate that the program leads to an income increase for single, educated mothers with children who are eligible for Pre-K for All enrollment. I find that employed mothers increase the number of weekly hours worked which in turn increases their yearly income. In addition, both younger mothers and mothers who identify as part of a racial or ethnic minority group have greater increases in income. The increase in income is associated with changes in employment status and the average number of hours worked per week. Additionally, my findings indicate that mothers have overall better emotional well-being and increased feelings of calmness and relaxation after enrolling their child in Pre-K for All.