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ERIC ED598238: Availability of and Equity in Access to HISD Pre-K P...
by ERIC
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This study examines student access to HISD pre-k
programs, measured in multiple ways: whether a program
exists in their elementary zone and whether a program
exists within one mile of their residence. We also
estimate whether there is equity in access, by examining
whether students who have the greatest need (including
economically disadvantaged and English learners) also
have the greatest access to pre-k. Across measures, we
find that economically disadvantaged students have a
greater likelihood of access to pre-k than their non-
economically disadvantaged peers. However, English
learners, another population targeted by the state policy
to receive pre-k, are not more likely to have access to
pre-k than their peers who are not English learners. The
purpose of this study is to identify the spatial
distribution of HISD pre-kindergarten (pre-k) programs
across the district and better understand how program
location may be associated with access and equity issues
around pre-k. Our goal is to evaluate the extent to which
families have nearby options for public pre-k and examine
whether this accessibility is the same for students of
all sociodemographic backgrounds. This is the first in a
four-part series of research briefs regarding student
access to and utilization of HISD pre-k programs, with
subsequent briefs examining possible ways to increase
access to HISD pre-k programs and the relationship
between access and utilization (Brief 2), the ways in
which parents make decisions about pre-k programs for
their children (Brief 3), and the relationship between
access to HISD pre-k and student outcomes at kindergarten
entry (Brief 4). [Title varies: "Brief #1: Availability
of and Equity in Access to HISD Pre-K Programs."]
Date Published: 2022-07-18 13:55:30
Identifier: ERIC_ED598238
Item Size: 10137550
Language: english
Media Type: texts
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