Pre-policy, the negative distance-enrollment relationship was strongest for Black students¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Living farther from a school with any pre-k was related to a larger drop in enrollment likelihood for Black students than for other racial/ethnic groups. → Ehrlich 2020

Evidence¶

Ehrlich 2020¶

Ehrlich, S.B., Connors, M.C., Stein, A.G., Francis, J., Easton, J.Q., Kabourek, S.E., & Farrar, I.C. (2020). Closer to home: More equitable pre-k access and enrollment in Chicago. Chicago, IL: UChicago Consortium on School Research, NORC at the University of Chicago, and Start Early. https://consortium.uchicago.edu/publications/closer-to-home

q3 · i? · associational · r2

Post-hoc comparisons of regression-predicted enrollment rates within student groups from the pre-policy multilevel logistic models. Predicted enrollment fell from about 51 percent for a Black student within 0.25 miles to 31 percent at 1.0 mile; the article notes results were similar for lowest-income students and students in neighborhoods with large concentrations of Black residents.

"predicted enrollment rates for a Black student who lived within 0. 25 miles from a school with any pre-k was around 51 percent; however, a Black student who lived 1.0 mile away from a school with any pre-k had a predicted enrollment rate 20 percentage points lower, at 31 percent."

Discussion¶

Related Claims¶

• The number of pre-k classrooms near a student's home was positively related to enrollment, more strongly for full-day classrooms — related
• Pre-policy, White students were far more likely to enroll in full-day pre-k than other racial/ethnic groups regardless of distance — related
• Before Chicago's 2013-14 policy changes, students living farther from a school with pre-k were less likely to enroll in school-based pre-k — a broader claim this one bears on
• After the policy changes, distance to any pre-k did not change substantially for most student groups, while White and highest-income students lived farther from pre-k — related
• After the policy changes, students lived on average 0.6 miles closer to a school with full-day pre-k, with the largest gains for high-priority groups — related
• Full-day pre-k enrollment grew substantially after the policy changes, tripling for Black, lowest-income, and mostly-Black-neighborhood students — related
• The pathway from full-day pre-k to better second-grade outcomes was especially strong among Black students, lowest-income students, and students living in mostly-Black neighborhoods — related