Availability of and Equity in Access to HISD Pre-K Programs (Part 1). Research Brief for the Houston Independent School District. Volume 8, Issue 4.

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dc.contributor.authorBaumgartner, Erinen_US
dc.contributor.authorThrash, Courtneyen_US
dc.contributor.authorSanchez, Luisen_US
dc.date.accessioned2024-07-23T14:47:25Zen_US
dc.date.available2024-07-23T14:47:25Zen_US
dc.date.issued2019en_US
dc.description.abstractThis 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. Researchers also estimated 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, 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.en_US
dc.identifier.digitalPre-K_Programs_Part_1en_US
dc.identifier.doihttps://doi.org/10.25611/BQEC-CX39en_US
dc.identifier.urihttps://hdl.handle.net/1911/117387en_US
dc.language.isoengen_US
dc.publisherRice University Kinder Institute for Urban Researchen_US
dc.rightsCopyright ©2019 by Rice University Kinder Institute for Urban Research. All rights reserved.en_US
dc.titleAvailability of and Equity in Access to HISD Pre-K Programs (Part 1). Research Brief for the Houston Independent School District. Volume 8, Issue 4.en_US
dc.typeReporten_US
dc.type.dcmiTexten_US
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