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

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Title: Centering Equity in the Planning and Implementation of Universal Pre-Kindergarten
Language: English
Authors: Kyle DeMeo Cook, Stephanie Michelle Curenton, Olivia Nazaire, Daphne Babrow, Christine Haas, Sara Moran
Source: AERA Online Paper Repository. 2024.
Availability: AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Access to Education, Program Design, Program Implementation, Equal Education, Educational Planning, School Community Relationship, Low Income, Race
DOI: 10.3102/2097511
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED657671
Database: ERIC
FullText Text:
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  Data: AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
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  Data: 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.
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      – SubjectFull: Access to Education
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      – SubjectFull: Program Design
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