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Results show largest enrollment differences by race/ethnicity and by enrollment in programs in higher-quality schools, with disparities widening over time. Overall proximity showed no group differences, yet Black students lived about a quarter mile farther to the nearest higher-quality-school program, and closer distance increased enrollment likelihood. Policy implications are discussed.",{"@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/going-the-distance-disparities-in-pre-k-enrollment-in-higher-quality-schools-by-geographic-proximity-raceethnicity-family-income-and-home-language/590205/",{"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/going-the-distance-disparities-in-pre-k-enrollment-in-higher-quality-schools-by-geographic-proximity-raceethnicity-family-income-and-home-language/590205.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","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 data and timeframe does the study use to analyze pre-K enrollment?","Question",{"text":112,"@type":113},"The study uses six years of public pre-K and kindergarten data (N=22,469) from Boston Public Schools, focusing on pre-K enrollment from 2012–2017.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which groups show the largest differences in pre-K enrollment?",{"text":117,"@type":113},"The largest enrollment differences emerge by race and ethnicity, especially for enrollment in programs in higher-quality schools, and these disparities increase over time.",{"name":119,"@type":110,"acceptedAnswer":120},"How does geographic proximity relate to enrollment in higher-quality school programs?",{"text":121,"@type":113},"Closer proximity is associated with a higher likelihood of enrollment in a program in a higher-quality school, even though overall proximity to pre-K programs shows no differences across groups in general.","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},590205,1792166334,{"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":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2023, Vol. 9, No. 1, pp. 1–22 DOI: 10. 1177/23328584231168867  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nGoing the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language  \nMeghan McCormick  \nMirjana Pralica  \nJoAnn Hsueh  \nMDRC  \nChristina Weiland  \nUniversity of Michigan  \nAmanda Ketner Weissman  \nSAS EVAAS  \nAnna Shapiro  \nRAND Corporation  \nSamantha Xia  \nCullen MacDowell  \nSamuel Maves  \nMDRC  \nAnne Taylor  \nUniversity of Michigan  \nJason Sachs  \nBoston Public School District  \nThis study leverages six years of public prekindergarten (pre-K) and kindergarten data (N = 22,469) from the Boston Public Schools (BPS) to examine enrollment in BPS pre-K from 2012–2017 for students from different racial/ethnic, socioeconomic, and linguistic groups. The largest differences in enrollment emerged with respect to race and ethnicity—and for enrollment in programs in higher-quality schools (defined as schools scoring in the top quartile on third-grade standardized tests)—with disparities increasing over time. Although there were no differences across groups in proximity to BPS pre-K programs in general, Black students lived about a quarter of a mile farther than their White peers from the nearest program in a higherquality school, with gaps widening over time. Closer proximity was associated with a higher likelihood of enrollment in a program in a higher-quality school. Implications for future research and policy are discussed.  \nKeywords: pre-K, access, enrollment, equity  \nExpanding access to high-quality public pre-K has emerged as a key policy lever for supporting young children’s development (Chaudry et al., 2021) and is thought to be a tool  \nfor promoting more equitable learning for children from marginalized groups (Bloom & Weiland, 2015; Phillipset al., 2017; Puma et al., 2010; Weiland & Yoshikawa, 2013) .  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nMcCormick et al.  \nYet, there are sizable disparities in availability of and enrollment in early childhood education programs—and high-quality programs in particular—depending on children’s racial/ethnic, linguistic, and socioeconomic backgrounds (Barnett & Yarosz, 2007; Latham et al., 2021) . As federal and state policymakers craft historic proposals to expand the availability of high-quality pre-K across the country, there is a critical need to examine patterns of equitable enrollment in pre-K across time and to identify the key factors that facilitate and inhibit enrollment for students from families with lower incomes, dual language learners (DLLs), and those from racially/ethnically marginalized groups.1  \nTo address this need, we leverage six recent years of data on all children’s enrollment in the well-known, high-quality Boston Public Schools (BPS) prekindergarten (BPS pre-K) program to consider how patterns of enrollment vary by children’s racial/ethnic, linguistic, and socioeconomic backgrounds. Importantly, as is the case in many large cities in the United States, BPS allocates seats in its public school– based pre-K program via a centralized school choice system. As we detail, this system plays a role in enrollment as families’placements also rest on their choic","cbCaislVG5HZN83A","https://ap.wps.com/l/cbCaislVG5HZN83A","pdf",1012240,22,"English","# Study Overview\n## Data and Scope (2012–2017)\n## Enrollment Disparities by Group\n## Proximity and Higher-Quality School Access\n## Policy and Research Implications","[{\"question\":\"What data and timeframe does the study use to analyze pre-K enrollment?\",\"answer\":\"The study uses six years of public pre-K and kindergarten data (N=22,469) from Boston Public Schools, focusing on pre-K enrollment from 2012–2017.\"},{\"question\":\"Which groups show the largest differences in pre-K enrollment?\",\"answer\":\"The largest enrollment differences emerge by race and ethnicity, especially for enrollment in programs in higher-quality schools, and these disparities increase over time.\"},{\"question\":\"How does geographic proximity relate to enrollment in higher-quality school programs?\",\"answer\":\"Closer proximity is associated with a higher likelihood of enrollment in a program in a higher-quality school, even though overall proximity to pre-K programs shows no differences across groups in general.\"}]","Going the Distance - Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language | PDF",1792069065,55]