New York City’s universal pre-kindergarten program, which increased full-day enrollment from 19,000 to almost 70,000 children, is ambitious in both scale and implementation speed. We provide new evidence on the distribution of pre-K quality in NYC by student race/ethnicity, and investigate the extent to which observed differences are associated with the spatial distribution of higher-quality providers. Relative to other jurisdictions, we find the average quality of public pre-K providers is high. However, we identify large disparities in the average quality of providers experienced by black and white students, which is partially explained by differential proximity to higher-quality providers. Taken together, current racial disparities in the quality of pre-K providers may limit the program’s ability to reduce racial achievement gaps.
Racial Disparities in Pre-K Quality: Evidence from New York City’s Universal Pre-K Program
Keywords
universal pre-K, racial disparities, segregation
Education level
Topics
Document Object Identifier (DOI)
10.26300/g1kf-9v58
EdWorkingPaper suggested citation:
Latham, Scott, Sean P. Corcoran, Carolyn Sattin-Bajaj, and Jennifer L. Jennings. (). Racial Disparities in Pre-K Quality: Evidence from New York City’s Universal Pre-K Program. (EdWorkingPaper:
-248). Retrieved from
Annenberg Institute at Brown University: https://doi.org/10.26300/g1kf-9v58Related Resources from the EdExchange
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