Equality of Pre-Kindergarten Educational Opportunities: Examining Student Differences in Access to High Quality Pre-Kindergarten (Part 1)

Erin M. Baumgartner, Ph.D.

Teacher reading to elementary students

Disagreements over state funding aside, researchers are pretty clear on the importance of early childhood education. The National Institute for Early Education Research has created its own list of quality benchmarks that outline what a good pre-kindergarten program looks like. In Texas, however, there’s been a recent push for so-called high-quality programs that hasn’t always culminated from additional funding.

On the ground, this means vastly uneven opportunities when it comes to pre-kindergarten. Part 1 of two studies confirms the broad variations of pre-kindergarten offerings across Houston Independent School District (HISD), the state’s largest school district, as well as the impact high quality programs can have for disadvantaged populations in particular, using data for 50 of the district’s 164 pre-kindergarten programs.

Read the brief

Related research in this series:
Educational Opportunities: Examining Student Differences in Access to High-Quality Pre-Kindergarten (Part 2)

Additional pre-kindergarten research:
The Benefits of HISD Pre-Kindergarten: The Relationship Between Years of Exposure and School Readiness
Availability of and Equity in Access to HISD Pre-K Programs (Part 1)
Strategies for Increasing Access to HISD Pre-K Programs (Part 2)

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