Intergenerational Spillovers of Driving Privileges for Undocumented Immigrants: Evidence from Early Childhood Education

We study the intergenerational impact of granting driver’s licenses to undocumented immigrants on early childhood education (ECE) participation among their U.S.-born children. Using a difference-in-differences framework applied to American Community Survey data from 2005– 2019, we find that these policies increase preschool enrollment by 6% among Hispanic children with likely undocumented parents. Effects are larger when mothers are the likely license recipients. We find no effects among children of documented Hispanic parents or in placebo samples. Mechanism analyses show increased vehicle ownership, solo commuting, maternal labor earnings, and English proficiency, suggesting reduced logistical and economic barriers. These findings underscore how inclusive mobility policies can improve educational equity and long-run integration outcomes.