New research from the University of Chicago continues a line of work evaluating policies implemented in the Chicago Public School System in 2013-2014 to enhance pre-kindergarten access. Specifically, the district increased the number of full-day pre-k slots available within schools and intentionally placed those newly created slots in neighborhoods with high shares of Black and low-income children—both of whom had historically low rates of pre-k enrollment. Earlier work confirmed the policies increased equitable access and enrollment, but the new research found this enhanced access also strengthened students’ academic outcomes in elementary school. #education #racialequity
Effects of expanding equitable access to pre-kindergarten in Chicago carry into elementary school
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