Closer to Home: More Equitable Pre-K Access and Enrollment in Chicago. Early Childhood. Research Snapshot

Autor/inn/en	Ehrlich, S.B.; Connors, M.C.; Stein, A.G.; Francis, J.; Easton, J. Q.; Kabourek, S. E.; Farrar, I. C.
Institution	University of Chicago Consortium on School Research; NORC at the University of Chicago; Start Early
Titel	Closer to Home: More Equitable Pre-K Access and Enrollment in Chicago. Early Childhood. Research Snapshot
Quelle	(2020), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Education; Access to Education; Equal Education; Board of Education Policy; School Districts; Proximity; Preschool Children; Program Effectiveness; Low Income Students; African American Students; Neighborhoods; Racial Composition; Enrollment Trends; Correlation; School Schedules; Geographic Location; Minority Group Students; White Students; Racial Differences; Racial Bias; English Language Learners; Hispanic American Students; Socioeconomic Status; Enrollment Rate; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Education; Access; Bildung; Zugang; Bildungszugang; School district; Schulbezirk; Lebensnähe; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Neighbourhoods; Nachbarschaft; Korrelation; Schulzeiteinteilung; Rassenunterschied; Racial discrimination; Rassismus; Hispanic; Hispanic Americans; Hispanoamerikaner; Socio-economic status; Sozioökonomischer Status
Abstract	As pre-kindergarten (pre-k) expands across the country, school districts are making choices about where to place pre-k classrooms and developing policies for how families can apply and who is enrolled. In doing so, districts are pulling policy levers that influence students' access to pre-k. Research shows that some families have less access to pre-k than others, which contributes to inequitable enrollment within districts. This study explores whether and how Chicago's school-based pre-k system was more equitable after the district implemented a set of policies focused on changing access to and "enrollment" in school-based pre-k. The outcomes from Chicago's efforts offer key insights for other school districts implementing similar efforts nationwide. [For the research report, see ED612485.] (As Provided).
Anmerkungen	Start Early. 33 West Monroe Street Suite 1200, Chicago, IL 60603. Tel: 617-530-0088. Web site: https://startearly.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01