Centering Equity in the Planning and Implementation of Universal Pre-Kindergarten

• In Event: Understanding the Use and Impact of Public Funding in Early Childhood Education

Abstract

Universal prekindergarten initiatives have increased at the local and state levels. With the goals of supporting children’s development and increasing families’ access to high-quality, affordable early learning opportunities, prekindergarten programs have gained political support and funding. Approaches to program design and implementation vary widely by locale. While some programs prioritize serving families with low-income and racially marginalized learners, few programs explicitly center equity and participatory action in design and implementation. We examined how equity was embedded in the planning and implementation process for a local level universal prekindergarten program serving 3- and 4-year-olds. Data from 23 interviews and six community focus groups shed light on the strengths and challenges faced and lessons learned for other locales working on similar initiatives.

Authors

• Kyle DeMeo Cook, Boston University

• Stephanie M. Curenton, Boston University

• Olivia Nazaire, Boston University

• Daphne Babrow, Boston University

• Christine Haas, Boston University

• Sara Moran, Boston University