Access Plays a Key Role in Pre-K Enrollment
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October 2020
Because most school-based pre-K planning is done at the individual school level rather than the district level, coordinated efforts at improving pre-K access are infrequently tried, and even more infrequently tested. In 2013, Chicago Public Schools (CPS) overhauled the way they provided school-based, full-day pre-K in the hope of increasing enrollment among “high-priority” students, including students of color, low-income students, and non-English speakers.
“Until we have pre-K for all, school districts are going to have to set priorities and make plans that reflect those priorities. Our study shows that city-wide plans like those implemented in Chicago can really make a difference, and hopefully gives other municipalities and school districts the confidence to move forward with similar efforts.”
CPS re-allocated pre-K classrooms—particularly the placement of full-day classrooms—centralized the enrollment process, and had parent ambassadors in neighborhoods to help families apply. A recent study by NORC, Start Early (formerly the Ounce of Prevention Fund), and the University of Chicago Consortium on School Research found that CPS’s efforts were associated with a three-fold increase in full-day, school-based pre-K enrollment among the high-priority student groups. A follow-up study will examine the impact of CPS’s pre-K efforts on student outcomes.
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