A Path to Equity: From Expanded Pre-Kindergarten Access to Success in Elementary School. Research Brief

Autor/inn/en	Connors, Maia C.; Stein, Amanda G.; Ehrlich, Stacy B.; Francis, John; Kabourek, Sarah E.; Easton, John Q.
Institution	University of Chicago Consortium on School Research; NORC at the University of Chicago; Start Early
Titel	A Path to Equity: From Expanded Pre-Kindergarten Access to Success in Elementary School. Research Brief
Quelle	(2021), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Preschool Education; Elementary Education; School Schedules; At Risk Students; Access to Education; Proximity; Attendance; Geographic Location; School Districts; Educational Policy; Equal Education; Enrollment; Grades (Scholastic); Mathematics Achievement; Low Income Students; African American Students; Program Effectiveness; Minority Group Students; Correlation; Outcomes of Education; Illinois (Chicago); Measures of Academic Progress + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Pre-school education; Vorschulerziehung; Elementarunterricht; Schulzeiteinteilung; Education; Access; Bildung; Zugang; Bildungszugang; Lebensnähe; Anwesenheit; School district; Schulbezirk; Politics of education; Bildungspolitik; Einschulung; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Korrelation; Lernleistung; Schulerfolg
Abstract	In 2013-14, Chicago Public Schools (CPS), the nation's third-largest school district, implemented several changes to the policies governing its pre-kindergarten (pre-k) application and enrollment process. Two policy changes that were central to the school district's strategy focused on increasing access to full-day pre-k for high-priority student groups: (1) increasing the overall number of full-day pre-k classrooms within school buildings; and (2) intentionally placing those full-day pre-k classrooms in neighborhoods with a large proportion of age-eligible, high-priority children and historically low rates of enrollment in CPS pre-k. This research examines whether and how access--defined as the distance to the closest school with full-day school-based pre-k and the number of full-day pre-k classrooms near potential students' homes--was related to pre-k enrollment and ongoing learning outcomes in early elementary school. In other words: Does the geographic placement of full-day pre-k classrooms within a school district matter? In prior work, it was found that after these policy changes in Chicago, there were more equitable patterns of pre-k access and enrollment. This brief presents new findings: Geographic placement of full-day pre-k matters not only for more equitable pre-k access and enrollment, but also for academic outcomes in early elementary school. Students--especially in high-priority student groups--who were eligible to enroll in pre-k after the policy changes had higher math scores and grades in early elementary school than did students eligible for pre-k before the policy changes. These benefits are partly explained by the fact that Black students and those living in lowest-income neighborhoods lived closer to full-day school-based pre-k options post-policy, which in turn was related to increased enrollment in full-day pre-k, higher kindergarten entry skills, and ultimately better 2nd grade academic outcomes. (ERIC).
Anmerkungen	University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01