[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586606-105":59,"doc-detail-586606-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","closer-to-home-more-equitable-pre-k-access-and-enrollment-in-chicago","Closer to Home - More Equitable Pre-K Access and Enrollment in Chicago","","Chicago’s pre-kindergarten expansion required districts to decide classroom placement and family enrollment policies, which can create unequal access and participation across student groups. This study evaluates whether Chicago Public Schools’ school-based pre-k system became more equitable after implementing policies to change access and enrollment. Beginning in 2013, policy strategies expanded full-day school-based pre-k, centralized applications, improved online information, and supported outreach to high-priority families, showing increased access and enrollment for those groups.",{"@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/586606/",{"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/586606.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address regarding Chicago’s pre-k system?","Question",{"text":112,"@type":113},"The study addresses unequal access and enrollment to pre-k across student groups within districts. It examines whether Chicago Public Schools’ policies improved equity in the school-based pre-k system after implementation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which policy strategies were used to expand full-day, school-based pre-k?",{"text":117,"@type":113},"The study highlights two main strategies: increasing the number of full-day pre-k classrooms and reallocating full-day classrooms to neighborhoods with more age-eligible children and historically low enrollment of high-priority students.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes did the study find for high-priority students after the policy shifts?",{"text":121,"@type":113},"The study reports increased access to full-day pre-k for high-priority groups, including higher shares of full-day seats and improved proximity to schools offering full-day pre-k. It also reports nearly four-fold growth in full-day pre-k enrollment over the study period, driven by high-priority students.","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},586606,1792063541,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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","EARLY  \nCHILDHOOD  \nCloser to Home: More Equitable Pre-K Access and Enrollment in Chicago  \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 who is 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 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. The outcomes from Chicago’s efforts offer key insights for other school districts implementing similar efforts nationwide.  \nStudying Chicago’s Pre-K Policy Changes for More Equitable Enrollment  \nBeginning in 2013, the City of Chicago launched major policy efforts to create more equitable enrollment in pre-k programs. The policies aimed to enroll more students from “high-priority” groups (students of color, students speaking a language other than English, and students living in neighborhoods with lower income and higher unemployment), who were most likely to benefit from pre-k. A subset of these policies affected school-based pre-k in Chicago Public Schools (CPS), such as a centralized application process; others were city-wide. We studied how these early education policies were related to changes in access to and enrollment in school-based pre-k within CPS.  \nTwo of Chicago’s primary policy strategies focused on expanding access to full-day, school-based pre-k:  \n• Increasing the number of full-day pre-k classrooms; and  \n• Reallocating full-day pre-k classrooms to neighborhoods with a larger proportion of age-eligible children and historically low rates of enrollment of high priority students in CPS pre-k.  \nThis snapshot focuses on full-day pre-k because we found little evidence that access increased when studying all pre-k options within CPS.  \nOther complementary policy strategies that were being implemented city-wide over the same time period included:  \n• Centralizing CPS management of school-based pre-k applications and enrollment decisions;  \n• Providing information about school-based pre-k and other preschool programs online; and  \n• Employing on-the-ground efforts to encourage enrollment among high-priority families, such as providing targeted information about pre-k options and assistance in filling out the application.  \nSTART TM EARLY  \nFormerly known as the Ounce of Prevention  \nResearch Findings  \n1 ACCESS to CPS Full-Day Pre-K Increased for High-Priority Student Groups  \nAlthough the total number of pre-k seats in CPS did not increase during our study years (2010–11—2015–16),  \nChicago’s policy changes greatly expanded full-day pre-k in CPS.  \n• The portion of pre-k seats that were in full-day classrooms quadrupled, from 5% to 21%.  \n• The portion of elementary schools offering full-day pre-k quadrupled, from 10% to 41%.  \n• The concentration of full-day pre-k seats increased most on the West and South Sides of Chicago in mostly-Black neighborhoods and neighborhoods with lower income and higher male unemployment rates—which had the lowest rates of pre-k enrollment pre-policy.  \n• The average number of full-day pre-k seats in mostly-Black neighborhoods increased from 4.6 seats to 19.5 seats per 100 children.  \nAs intended, these shifts in both the number and location of full-day pre-k classrooms resulted in increased access to full-day pre-k for high-priority student groups. (See Figure 1)  \n• Although nearly all student groups saw an increase in the average number of full-day pre-k classrooms near their home post-policy (0 .2 to 0. 7), increases were largest for high-priority groups (e. g. , an average of 0.4 to 1.7 for lowest-income students) .  \n• Overall, students lived an average of 0.6 mile","cbCairu4Ih8Bro7T","https://ap.wps.com/l/cbCairu4Ih8Bro7T","pdf",240182,"English","# Studying Chicago’s Pre-K Policy Changes for More Equitable Enrollment\n## Policy strategies and implementation (2013 onward)\n# Research Findings\n## Access to CPS Full-Day Pre-K increased for high-priority student groups\n## Enrollment in CPS Full-Day Pre-K increased for high-priority student groups","[{\"question\":\"What problem does the study address regarding Chicago’s pre-k system?\",\"answer\":\"The study addresses unequal access and enrollment to pre-k across student groups within districts. It examines whether Chicago Public Schools’ policies improved equity in the school-based pre-k system after implementation.\"},{\"question\":\"Which policy strategies were used to expand full-day, school-based pre-k?\",\"answer\":\"The study highlights two main strategies: increasing the number of full-day pre-k classrooms and reallocating full-day classrooms to neighborhoods with more age-eligible children and historically low enrollment of high-priority students.\"},{\"question\":\"What changes did the study find for high-priority students after the policy shifts?\",\"answer\":\"The study reports increased access to full-day pre-k for high-priority groups, including higher shares of full-day seats and improved proximity to schools offering full-day pre-k. It also reports nearly four-fold growth in full-day pre-k enrollment over the study period, driven by high-priority students.\"}]","Closer to Home - More Equitable Pre-K Access and Enrollment in Chicago | PDF",1792058559,15]