Racial Disparities in Pre-K Quality: Evidence from New York City's Universal Pre-K Program

Autor/inn/en	Latham, Scott; Corcoran, Sean P.; Sattin-Bajaj, Carolyn; Jennings, Jennifer L.
Titel	Racial Disparities in Pre-K Quality: Evidence from New York City's Universal Pre-K Program
Quelle	In: Educational Researcher, 50 (2021) 9, S.607-617 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211028214
Schlagwörter	Preschool Education; Equal Education; Educational Quality; Racial Differences; Racial Bias; Ethnicity; Proximity; African American Students; Hispanic American Students; Asian American Students; White Students; Racial Composition; Racial Segregation; Classroom Environment; Socioeconomic Status; Public Schools; New York (New York); Early Childhood Environment Rating Scale; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Rassenunterschied; Racial discrimination; Rassismus; Ethnizität; Lebensnähe; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Rassentrennung; Klassenklima; Unterrichtsklima; Socio-economic status; Sozioökonomischer Status; Public school; Öffentliche Schule
Abstract	New York City's universal prekindergarten (pre-K) program, which increased full-day enrollment from 19,000 to almost 70,000 children, is ambitious in both scale and implementation speed. We provide new evidence on the distribution of pre-K quality in New York City by student race/ethnicity, and investigate the extent to which observed differences are associated with the spatial distribution of higher quality providers. Relative to other jurisdictions, we find the average quality of public pre-K providers is high. However, we identify large disparities in the average quality of providers experienced by Black and White students, which is partially explained by differential proximity to higher quality providers. Taken together, current racial disparities in the quality of pre-K providers may limit the program's ability to reduce racial achievement gaps. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01