Closer to home: A study of equity-focused pre-k access and enrollment policies in Chicago

Abstract

Ample research points to school-based, full-day pre-k as an important mechanism for supporting children's development and laying a foundation for academic success in elementary school. Yet the children who are most likely to benefit from these experiences have historically had the least access. In collaboration with Chicago policymakers, this study investigates whether and for whom patterns of early elementary school academic outcomes were associated with a set of policy changes that were intended to increase access to, and enrollment in, school-based full-day pre-k for “high-priority” student groups. Results suggest patterns of stronger second grade math scores, reading scores, and academic grades among students eligible to enroll in pre-k after the policy changes were implemented, compared to students eligible for pre-k in the pre-policy period. These associations were strongest within “high-priority” student groups, including Black students and those living in the lowest-income neighborhoods. Using a descriptive structural equation modeling approach to test the theory of action underlying this suite of policy changes, we found evidence that the primary policy components were successfully implemented such that high-priority student groups lived closer to full-day school-based pre-k options post-policy, which in turn was related to their increased enrollment in full-day school-based pre-k, higher kindergarten entry skills, and ultimately better second grade academic outcomes.