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Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. Study Brief. REL 2020-015

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Title: Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. Study Brief. REL 2020-015
Language: English
Authors: DeMeo Cook, K., Irwin, C. W., Gallo, A., Regional Educational Laboratory Northeast & Islands (ED), American Institutes for Research (AIR), National Center for Education Evaluation and Regional Assistance (ED)
Source: Regional Educational Laboratory Northeast & Islands. 2020.
Availability: Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
Peer Reviewed: Y
Page Count: 4
Publication Date: 2020
Contract Number: EDIES17C0008
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Enrollment Rate, Preschool Education, Access to Education, Preschool Children, Public Schools, Child Care, Child Care Centers, At Risk Persons, Individualized Education Programs, Poverty, Students with Disabilities, Educational Quality, School Districts, Individual Characteristics, Geographic Location, Probability
Geographic Terms: Vermont
Abstract: Vermont passed universal prekindergarten (preK) legislation in 2014 (Act 166) in an effort to increase access to quality preK programs for all young children in the state. Act 166 provides state funded preK to all olds (and to 5 year olds who are not eligible for kindergarten). Families can enroll their children at no cost in any prequalified preK program across the state regardless of location. To better understand implementation of Act 166, Vermont requested a study that describes the relationship between the characteristics and location of preK children and their enrollment by type of preK program (public school program within or outside the boundaries of a child's local education agency and private childcare center or family childcare home within or outside the boundaries of a child's local education agency) and state assessed program quality. The study found that in 2016/17, the first year of full implementation, preK children with an individualized education program and children eligible for the national school lunch program were more likely than their counterparts to be enrolled in a public school program and in a program with a higher quality rating. While most children were enrolled in a program within the boundaries of their local education agency, that was more likely for children with an individualized education program and children eligible for the national school lunch program. This study brief presents an overview of the study. [For the full report, see ED602006; for the appendixes, see ED602009; and for the study snapshot, see ED602008.]
Abstractor: ERIC
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4570
Entry Date: 2020
Accession Number: ED602007
Database: ERIC
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  Data: Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. Study Brief. REL 2020-015
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  Data: Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
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  Data: <searchLink fieldCode="DE" term="%22Vermont%22">Vermont</searchLink>
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  Label: Abstract
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  Data: Vermont passed universal prekindergarten (preK) legislation in 2014 (Act 166) in an effort to increase access to quality preK programs for all young children in the state. Act 166 provides state funded preK to all olds (and to 5 year olds who are not eligible for kindergarten). Families can enroll their children at no cost in any prequalified preK program across the state regardless of location. To better understand implementation of Act 166, Vermont requested a study that describes the relationship between the characteristics and location of preK children and their enrollment by type of preK program (public school program within or outside the boundaries of a child's local education agency and private childcare center or family childcare home within or outside the boundaries of a child's local education agency) and state assessed program quality. The study found that in 2016/17, the first year of full implementation, preK children with an individualized education program and children eligible for the national school lunch program were more likely than their counterparts to be enrolled in a public school program and in a program with a higher quality rating. While most children were enrolled in a program within the boundaries of their local education agency, that was more likely for children with an individualized education program and children eligible for the national school lunch program. This study brief presents an overview of the study. [For the full report, see ED602006; for the appendixes, see ED602009; and for the study snapshot, see ED602008.]
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      – Text: English
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      – SubjectFull: Enrollment Rate
        Type: general
      – SubjectFull: Preschool Education
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      – SubjectFull: Access to Education
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      – SubjectFull: Preschool Children
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      – SubjectFull: Public Schools
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      – SubjectFull: Individualized Education Programs
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      – SubjectFull: Poverty
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Educational Quality
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      – SubjectFull: Vermont
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