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

Autor/inn/en	Ehrlich, Stacy B.; Connors, Maia C.; Stein, Amanda G.; Francis, John; Easton, John Q.; Kabourek, Sarah E.; Farrar, Isabel 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. Research Report
Quelle	(2020), (50 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; Students with Disabilities; 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; Disability; Disabilities; Behinderung
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 which children are 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 descriptive 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. Specifically, we compare patterns of enrollment and geographic access (i.e., distance from home to a school with pre-k and number of pre-k classrooms nearby), and use multilevel logistic regression analyses to examine how access was related to enrollment for different student groups before and after the policy changes. Results show that both access to, and enrollment in, full-day pre-k expanded substantially among Black students, lowest-income students, and students living in mostly-Black neighborhoods, even as overall school-based pre-k enrollment remained relatively constant. There was a modest association between access to and enrollment in full-day pre-k (but not any pre-k), and this relationship became stronger following the policy changes, especially for high-priority student groups. Findings demonstrate that the geographic distribution of school-based pre-k (particularly full-day) may be an important policy lever for addressing inequities in student access and enrollment in Chicago, and have implications for other school districts implementing similar efforts nationwide. [For the research snapshot, see ED612486.] (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