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, Erin
dc.contributor.authorThrash, Courtney
dc.contributor.authorSanchez, Luis
dc.date.accessioned2024-07-23T14:47:25Z
dc.date.available2024-07-23T14:47:25Z
dc.date.issued2019
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.
dc.identifier.digitalPre-K_Programs_Part_1
dc.identifier.doihttps://doi.org/10.25611/BQEC-CX39
dc.identifier.urihttps://hdl.handle.net/1911/117387
dc.language.isoeng
dc.publisherRice University Kinder Institute for Urban Research
dc.rightsCopyright ©2019 by Rice University Kinder Institute for Urban Research. All rights reserved.
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.
dc.typeReport
dc.type.dcmiText
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