Measuring Disparities in Access to Comprehensive Early Childhood Education in Pennsylvania

• In Event: Moscone Center West Roundtable Session 3
  In Roundtable Session: Perspectives on Improving School Staffing Structures at Scale

Abstract

Participation in early childhood education (ECE) has a significant impact on children’s short- and long-term outcomes. However, positive outcomes associated with ECE vary along lines of race and class. Recent research suggests coupling childcare/pre-K with strong elementary schools increases the probability that positive ECE effects will persist among disadvantaged children. Using economic theory and data from Pennsylvania, this study analyzes the extent to which different types of communities have access to comprehensive ECE. We find differences in access to childcare/pre-K by geographic locale, and reduced access to both ECE and quality elementary schools in low-income communities. Implications include a need to target ECE expansion and funding to communities with high rates of child poverty.

Authors

• Karen Babbs Hollett, The Pennsylvania State University

• Erica Frankenberg, The Pennsylvania State University

• Annie Maselli, The Pennsylvania State University