Trends in Pre-K Student Segregation in Universal vs. Means-Tested State Programs

• In Event: Equity and Access in Early Childhood Education

Abstract

Absent a nationwide plan for universal public prekindergarten, states and districts have taken various approaches to increasing access to school-based educational opportunities for their youngest learners. Though some of these programs have focused on making public prekindergarten available to all families, others have targeted families most in need by introducing means-tested programs. Using the Common Core of Data (CCD) from 2007 to 2018, we descriptively examine the patterns of racial segregation in America's public pre-K programs. We found that Black and Hispanic prekindergarten students in means-tested programs experience consistently higher rates of racial isolation and lower rates of exposure to white students relative to their K–12 counterparts than those in open (universal) pre-K programs.

Authors

• Shuyang Wang, The Governor's Office of Student Achievement (GA)

• Joseph-Emery L. Kouaho, Kindred Futures

• Walker A. Swain, LPI