Going the Distance: Exploring Variation in Access to High-Quality PreK by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language. EdWorkingPaper No. 23-730
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| Title: | Going the Distance: Exploring Variation in Access to High-Quality PreK by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language. EdWorkingPaper No. 23-730 |
|---|---|
| Language: | English |
| Authors: | Meghan McCormick, Mirjana Pralica, JoAnn Hsueh, Christina Weiland, Amanda Weissman, Samantha Xia, Anna Shapiro, Cullen MacDowell, Samuel Maves, Anne Taylor, Jason Sachs, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2023. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 89 |
| Publication Date: | 2023 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Kindergarten, Preschool Education, Public Schools, Enrollment, Enrollment Rate, Enrollment Influences, Racial Factors, Ethnicity, Socioeconomic Influences, Language Role, School Effectiveness, Educational Quality, Equal Education, Access to Education, School Location, Proximity, Family Income |
| Geographic Terms: | Massachusetts (Boston) |
| Abstract: | This study leverages six years of public prekindergarten (PreK) and kindergarten data (N = 22,469) from the Boston Public Schools (BPS) to examine enrollment in BPS PreK from 2012-2017 for students from different racial/ethnic, socioeconomic, and linguistic groups. The largest differences in enrollment emerged with respect to race and ethnicity--and for enrollment in programs in higher-quality schools (defined as schools scoring in the top quartile on third grade standardized tests)--with disparities increasing over time. Although there were no differences across groups in proximity to BPS PreK programs in general, Black students lived about a quarter of a mile further than their White peers from the nearest program in a higher-quality school, with gaps widening over time. Closer proximity was associated with a higher likelihood of enrollment in a program in a higher-quality school. Implications for future research and policy are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672241 |
| Database: | ERIC |
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