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

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dc.contributor.authorBaumgartner, Erinen_US
dc.contributor.authorThrash, Courtneyen_US
dc.date.accessioned2024-07-23T14:47:24Zen_US
dc.date.available2024-07-23T14:47:24Zen_US
dc.date.issued2020en_US
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.en_US
dc.identifier.digitalFY2019-025_PKACCESS3_BRF__FINRVW_201008_Final_4en_US
dc.identifier.doihttps://doi.org/10.25611/N182-Q725en_US
dc.identifier.urihttps://hdl.handle.net/1911/117382en_US
dc.language.isoengen_US
dc.publisherRice University Kinder Institute for Urban Researchen_US
dc.rightsCopyright ©2020 by Rice University Kinder Institute for Urban Research. All rights reserved.en_US
dc.titlePre-K Preferences: How and Why HISD Parents Choose Pre-K Programsen_US
dc.typeReporten_US
dc.type.dcmiTexten_US
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