Pre-K Preferences: How and Why HISD Parents Choose Pre-K Programs

Simple item page
dc.contributor.authorBaumgartner, Erin
dc.contributor.authorThrash, Courtney
dc.date.accessioned2024-07-23T14:47:24Z
dc.date.available2024-07-23T14:47:24Z
dc.date.issued2020
dc.description.abstractThis study is the third in a series of briefs examining pre-k enrollment and access for students in the Houston Independent School District (HISD). The aims of this study are to identify characteristics that drive enrollment, understand where parents receive their information about HISD pre-k options, and understand parental beliefs about which program characteristics are most important. Findings suggest distance from home is one of the primary drivers of pre-k parental choice for their children. Additionally, program characteristics are important, specifically whether programs have highly trained teachers and teacher aides. However, variation in parental beliefs exist by language of survey participation and campus-level proportions of English-language learners (EL) or economically disadvantaged students. Parents report learning about HISD pre-k programs through family and friends.
dc.identifier.digitalFY2019-025_PKACCESS3_BRF__FINRVW_201008_Final_4
dc.identifier.doihttps://doi.org/10.25611/N182-Q725
dc.identifier.urihttps://hdl.handle.net/1911/117382
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.titlePre-K Preferences: How and Why HISD Parents Choose Pre-K Programs
dc.typeReport
dc.type.dcmiText
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
FY2019-025_PKACCESS3_BRF__FINRVW_201008_Final_4.pdf
Size:
1015.38 KB
Format:
Adobe Portable Document Format
Download
Collections
Houston Education Research Consortium