Enrollment Practices in Early Education Centers: Examining Implementation in the Arkansas State Pre-K Program
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| Title: | Enrollment Practices in Early Education Centers: Examining Implementation in the Arkansas State Pre-K Program |
|---|---|
| Language: | English |
| Authors: | Gerilyn Slicker (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Administration for Children and Families (ACF) (DHHS) |
| Contract Number: | 90YE0248 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Enrollment, Preschools, Underserved Students, Preschool Children, State Programs, Infants, Toddlers, Homeless People, Students with Disabilities, Minority Group Students, Institutional Characteristics, Community Characteristics, Equal Education, Access to Education, Early Childhood Education |
| Geographic Terms: | Arkansas |
| ISSN: | 2332-8584 |
| Abstract: | Enrollment in high quality pre-kindergarten (pre-K) programs is associated with positive outcomes for children; yet, inequities in access are prevalent. This mixed methods study is a comprehensive examination of early care and education (ECE) centers' enrollment practices with a specific focus on enrollment of children from underserved backgrounds in Arkansas Better Chance (ABC) pre-K programs compared with non-ABC programs. Logistic regression models using a statewide sample of ECE centers reveal that ABC programs are typically fully enrolled and enroll underserved populations--including children in impoverished and rural areas and children with disabilities--at higher rates than non-ABC programs. Qualitative interviews reveal enrollment facilitators and barriers in both ABC and non-ABC programs, including aspects of centers, surrounding communities, and state policies. Results suggest that policies such as deliberately setting and implementing certain enrollment priorities may enhance equitable ECE access. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494887 |
| Database: | ERIC |
| Abstract: | Enrollment in high quality pre-kindergarten (pre-K) programs is associated with positive outcomes for children; yet, inequities in access are prevalent. This mixed methods study is a comprehensive examination of early care and education (ECE) centers' enrollment practices with a specific focus on enrollment of children from underserved backgrounds in Arkansas Better Chance (ABC) pre-K programs compared with non-ABC programs. Logistic regression models using a statewide sample of ECE centers reveal that ABC programs are typically fully enrolled and enroll underserved populations--including children in impoverished and rural areas and children with disabilities--at higher rates than non-ABC programs. Qualitative interviews reveal enrollment facilitators and barriers in both ABC and non-ABC programs, including aspects of centers, surrounding communities, and state policies. Results suggest that policies such as deliberately setting and implementing certain enrollment priorities may enhance equitable ECE access. |
|---|---|
| ISSN: | 2332-8584 |
