Availability of and Equity in Access to HISD Pre-K Programs

Erin Baumgartner, Ph.D. and Courtney Thrash, M.A. (HERC) and Luis Sanchez, Ph.D. (California State University Channel Islands)

Pre-K students

This study aimed to identify the spatial distribution of Houston Independent School District (HISD) pre-kindergarten programs across the district and better understand how program locations may be associated with access and equity issues. Access is measured in multiple ways: whether a program exists in a student’s elementary zone and whether a program exists within one mile of their residence. Researchers also examined whether students who have the greatest need (including economically disadvantaged and English learners) also have the greatest access to pre-k.

Across measures, researchers found 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.

Read the brief

Read related research in this series: Strategies for Increasing Access to HISD Pre-K Programs (Part 2)

Additional pre-kindergarten research:
The Benefits of HISD Pre-Kindergarten: The Relationship Between Years of Exposure and School Readiness
Equality of Pre-Kindergarten Educational Opportunities: Examining Student Differences in Access to High-Quality Pre-Kindergarten (Part 1)
Educational Opportunities: Examining Student Differences in Access to High-Quality Pre-Kindergarten (Part 2)

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