Mitigating inequality in educational outcomes: Evidence from Early Childhood Policy Reforms: Poland case study report

Inequality in educational outcomes is understood here as the unequal distribution of
access, participation, and achievement in education—particularly early childhood
education—across social, geographic, and economic dimensions. In the Polish context,
regional disparities are especially significant due to long-standing differences in
economic development, quality of life, and access to public services. These inequalities
manifest both between voivodships1 and between urban and rural areas. Place of
residence is thus closely linked to socio-economic background, shaping family income,
parental education, and occupational status.

The Early Childhood Education and Care (ECEC) reforms we examine comprise a series
of policy initiatives introduced between 2008 and 2016 aimed at improving access to
preschool education. These measures focused on expanding the number of institutions
and available places, as well as enhancing affordability by partially eliminating fees.
International and national evidence suggests that early childhood education positively
impacts long-term cognitive and social outcomes. Therefore, expanded access may
contribute to reducing educational disparities over time.

This report addresses the following research questions:
(1) To what extent have the implemented reforms improved access to ECEC in Poland?
(2) How has improved access affected educational outcomes?
(3) To what degree are regional inequalities in access and outcomes connected to
place of residence?