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Unequal access among families contributes to inequitable enrollment within districts. This descriptive study examines whether Chicago’s school-based pre-k system became more equitable after policy changes targeting access and enrollment. It compares enrollment patterns and geographic access and uses multilevel logistic regression to relate access to enrollment before and after the changes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/closer-to-home-more-equitable-pre-k-access-and-enrollment-in-chicago-research-report-october-2020/586605/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/closer-to-home-more-equitable-pre-k-access-and-enrollment-in-chicago-research-report-october-2020/586605.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the report address regarding pre-k access and enrollment?","Question",{"text":112,"@type":113},"The report addresses how pre-k classroom placement and enrollment policies can create unequal access across families, leading to inequitable enrollment within school districts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study assess equity changes after Chicago’s policy implementation?",{"text":117,"@type":113},"It compared enrollment patterns and geographic access—distance to a pre-k school and nearby pre-k classroom counts—before and after policy changes, using multilevel logistic regression for different student groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about enrollment outcomes for specific student groups?",{"text":121,"@type":113},"Full-day pre-k access and enrollment expanded substantially for Black students, lowest-income students, and students in mostly-Black neighborhoods, while overall school-based pre-k enrollment stayed relatively constant.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586605,1792192396,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":31,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Closer to Home:  \nMore Equitable Pre-K Access and Enrollment in Chicago  \nStacy B. Ehrlich, Maia C. Connors, Amanda G. Stein, John Francis, John Q. Easton, Sarah E. Kabourek, and Isabel C. Farrar  \nResearch Report, October 2020  \nAbstract  \nAs pre-kindergarten (pre-k) expands across the country, school districts are making choices about where to place pre-k classrooms and developing policies for how families can apply and which children are enrolled. In doing so, districts are pulling policy levers that influence students’ access to pre-k. Research shows that some families have less access to pre-k than others, which contributes to inequitable enrollment within districts. This descriptive study explores whether and how Chicago’s school-based pre-k system was more equitable after the district implemented a set of policies focused on changing access to and enrollment in school-based pre-k. Specifically, we compare patterns of enrollment and geographic access (i.e., distance from home to a school with pre-k and number of pre-k classrooms nearby), and use multilevel logistic regression analyses to examine how access was related to enrollment for different student groups before and after the policy changes. Results show that both access to, and enrollment in, full-day pre-k expanded substantially among Black students, lowest-income students, and students living in mostly-Black neighborhoods, even as overall school-based pre-k enrollment remained relatively constant. There was a modest association between access to and enrollment in full-day pre-k (but not any pre-k), and this relationship became stronger following the policy changes, especially for high-priority student groups. Findings demonstrate that the geographic distribution of school-based pre-k (particularly full-day) may be an important policy lever for addressing inequities in student access and enrollment in Chicago, and have implications for other school districts implementing similar efforts nationwide.  \nTable of Contents  \n1 Introduction  \n3 Chapter 1 Pre-K Enrollment in CPS and New Policies Implemented in 2013–14  \n15 Chapter 2 Method  \n21 Chapter 3 Whether and How Access was Related to CPS Pre-K Enrollment Pre-Policy Changes  \n25 Chapter 4 Changes in Pre-K Access Following the Policy Changes  \n30 Chapter 5 Whether and How Changes in Access Corresponded to Changes in Enrollment  \n32 Chapter 6 Whether and How Access Still Mattered After Policy Changes  \n37 Key Takeaways and Implications  \n41 References  \n43 Appendix  \nAcknowledgements  \nThe authors would like to acknowledge the partnership, support, critical feedback, and encouragement from many of our colleagues. First, this research would not have been possible without the support of our dedicated colleagues, both former and current, at Chicago Public Schools (Michael Abello, Samantha Aigner-Treworgy, Anna Colaner, Sarah Dickson, Leslie McKinily, Bryan Stokes, and Noriko Wodzien), the City of Chicago Office of the Mayor (Jennifer Alexander, Cara Bader), and the Department of Family and Support Services (Elizabeth Stover). We are also grateful to Theresa Hawley (Governor’s Office of Early Childhood; formerly Illinois Action for Children) and Sandy De Leon (formerly of Start Early) for the deep historical knowledge they shared through their participation in our key informant interviews. Additionally, we would like to thank our esteemed advisory board members—Daphna Bassok (University of Virginia Curry School of Education and Human Development), Dana Charles McCoy (Harvard Graduate School of Education), Pamela Morris (New York University’s Steinhardt School of Culture, Education, and Human Development), and Christina Weiland (University of Michigan School of Education)—who provided valuable guidance on statistical and technical aspects of the analysis, as did members of the University of Chicago Consortium on School Research“data group,” and Eric Hedberg (NORC at the University of Chicago) . We also benefited from the","cbCaimVoNC8cIms8","https://ap.wps.com/l/cbCaimVoNC8cIms8","pdf",1510453,"English","# 1 Introduction\n# 3 Chapter 1 Pre-K Enrollment in CPS and New Policies Implemented in 2013–14\n# 15 Chapter 2 Method\n# 21 Chapter 3 Whether and How Access was Related to CPS Pre-K Enrollment Pre-Policy Changes\n# 25 Chapter 4 Changes in Pre-K Access Following the Policy Changes\n# 30 Chapter 5 Whether and How Changes in Access Corresponded to Changes in Enrollment\n# 32 Chapter 6 Whether and How Access Still Mattered After Policy Changes\n# 37 Key Takeaways and Implications\n# 41 References\n# 43 Appendix\n## Acknowledgements","[{\"question\":\"What problem does the report address regarding pre-k access and enrollment?\",\"answer\":\"The report addresses how pre-k classroom placement and enrollment policies can create unequal access across families, leading to inequitable enrollment within school districts.\"},{\"question\":\"How did the study assess equity changes after Chicago’s policy implementation?\",\"answer\":\"It compared enrollment patterns and geographic access—distance to a pre-k school and nearby pre-k classroom counts—before and after policy changes, using multilevel logistic regression for different student groups.\"},{\"question\":\"What were the main findings about enrollment outcomes for specific student groups?\",\"answer\":\"Full-day pre-k access and enrollment expanded substantially for Black students, lowest-income students, and students in mostly-Black neighborhoods, while overall school-based pre-k enrollment stayed relatively constant.\"}]","Closer to Home - More Equitable Pre-K Access and Enrollment in Chicago - Research Report, October 2020 | PDF",1792058557,126]