Strategies for Increasing Access to HISD Pre-K Programs. Research Brief for the Houston Independent School District. Volume 9, Issue 1

Autor/inn/en	Baumgartner, Erin; Thrash, Courtney
Institution	Rice University, Houston Education Research Consortium (HERC)
Titel	Strategies for Increasing Access to HISD Pre-K Programs. Research Brief for the Houston Independent School District. Volume 9, Issue 1
Quelle	(2020), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Strategies; Access to Education; Preschool Education; School Districts; Kindergarten; Enrollment; School Location; Child Care Centers; Neighborhoods; Proximity; School Choice; Texas (Houston) + Suchen Sie Ihr Suchwort? Lehrstrategie; Education; Access; Bildung; Zugang; Bildungszugang; Pre-school education; Vorschulerziehung; School district; Schulbezirk; Einschulung; Schulgelände; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Neighbourhoods; Nachbarschaft; Lebensnähe; Choice of school; Schulwahl
Abstract	This is the second in a series of briefs examining student access to Houston Independent School District (HISD) pre-kindergarten (pre-k) programs. The current study examined strategies for increasing access to pre-k in HISD, including the intended and unintended consequences of zoning pre-k using existing elementary school zones. We found that among 2018-19 kindergarteners in HISD who did not attend HISD pre-k, approximately two-thirds of students likely qualified for enrollment. Among all kindergarten students who likely qualified for enrollment in pre-k, living within one mile of a program and living in a zone with a pre-k program were both associated with a greater likelihood of enrolling in pre-k the previous year. Zoning pre-k, which could include adding pre-k programs to elementary zones that do not have them and/or establishing Early Childhood Centers (ECCs) as zoned schools, would increase access to pre-k by providing campuses in students' neighborhoods and reducing the distance to the nearest program. We also include projections of pre-k enrollment if HISD opted to switch to a zoned school model for pre-k, based on varying levels of students opting to remain in their zoned school versus exercising school choice. [For the first in this series of briefs, "Availability of and Equity in Access to HISD Pre-K Programs (Part 1). Research Brief for the Houston Independent School District. Volume 8, Issue 4," see ED623238.] (As Provided).
Anmerkungen	Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/houston-education-research-consortium
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01