Strategies for Increasing Access to HISD Pre-K Programs. Research Brief for the Houston Independent School District. Volume 9, Issue 1.

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dc.contributor.authorBaumgartner, Erin
dc.contributor.authorThrash, Courtney
dc.date.accessioned2024-07-23T14:47:25Z
dc.date.available2024-07-23T14:47:25Z
dc.date.issued2020
dc.description.abstractThis is the second in a series of briefs examining student access to Houston ISD pre-kindergarten programs. The study finds that among 2018-19 kindergarteners in HISD who did not attend HISD pre-k, about two-thirds of students likely qualified for enrollment. Zoning pre-k, which would include adding pre-k programs to elementary zones that do not have them and/or establishing Early Childhood Centers as zoned schools, would increase access to pre-k by providing campuses in students' neighborhoods and reducing the distance to the nearest program. The first research brief analyzed the variability in who has access to HISD pre-k programs in their elementary zone, the neighborhood and within one mile of their residence.
dc.identifier.citationBaumgartner, Erin & Thrash, Courtney. "Strategies for Increasing Access to HISD Pre-K Programs. Research Brief for the Houston Independent School District. Volume 9, Issue 1." (2020) Rice University Kinder Institute for Urban Research: https://doi.org/10.25611/NGGW-QA40
dc.identifier.digitalStrategies_for_Increasing_Access_to_HIsd_Pre-K_Programs
dc.identifier.doihttps://doi.org/10.25611/NGGW-QA40
dc.identifier.urihttps://hdl.handle.net/1911/117389
dc.language.isoeng
dc.publisherRice University Kinder Institute for Urban Research
dc.rightsCopyright ©2020 by Rice University Kinder Institute for Urban Research. All rights reserved.
dc.titleStrategies for Increasing Access to HISD Pre-K Programs. Research Brief for the Houston Independent School District. Volume 9, Issue 1.
dc.typeReport
dc.type.dcmiText
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