Pre-policy, White students were far more likely to enroll in full-day pre-k than other racial/ethnic groups regardless of distance¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A White student living nearly a mile from full-day pre-k was still more likely to enroll than a Black or Latinx student living next door to a school with full-day pre-k. → 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 · r3

Pre-policy multilevel logistic regression results for full-day enrollment by distance (Figure 6-B). The distance-enrollment association was modest for all racial/ethnic groups but slightly stronger among lowest-income students and students in mostly-Black and mostly-Latinx neighborhoods; the article states these associations were dwarfed by racial/ethnic disparities in overall enrollment rates.

"White students who lived right next to a school with at least one full-day pre-k classroom were nearly twice as likely to enroll in full-day pre-k as any other racial/ethnic group, and a White student who lived nearly a mile away was still more likely to enroll than was a Black or Latinx student who lived next door to a school with full-day pre-k."

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

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, the negative distance-enrollment relationship was strongest for Black students — 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 — related
• Full-day pre-k enrollment grew substantially after the policy changes, tripling for Black, lowest-income, and mostly-Black-neighborhood students — 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
• CREDO's new race/ethnicity approach estimates full annual growth per group without benchmarking against any race/ethnicity — related
• 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