Research has long linked early childhood education to later academic success and suggested it may be a critical part of closing the persistent academic disparities between student groups. The Kinder Institute has studied the impact of pre-K as well as the role of equity and access in Houston ISD.
This brief serves as the fourth, and final, study in a series examining pre-K access for students in HISD.
The aims of this study are to identify characteristics that drive pre-k enrollment, understand where parents receive their information about HISD pre-k options, and understand parental beliefs about which program characteristics are most important.
This is the second in a series of briefs examining student access to Houston ISD pre-kindergarten programs. The study finds that among 2018-19 kindergarteners in HISD who did not attend HISD pre-k, about two-thirds of students likely qualified for enrollment.
This study attempts to identify the spatial distribution of HISD pre-kindergarten (pre-k) programs across the district and better understand how program location may be associated with access and equity issues.
This two-part study confirms the broad variations of pre-kindergarten offerings across the state's largest school district, Houston Independent School District.
This report analyzes the impact of pre-kindergarten on school readiness using longitudinal data.