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Count Me in? Identifying Factors That Predict Centers' Application to Boston's Mixed-Delivery Universal Pre-K Program. EdWorkingPaper No. 25-1151

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Title: Count Me in? Identifying Factors That Predict Centers' Application to Boston's Mixed-Delivery Universal Pre-K Program. EdWorkingPaper No. 25-1151
Language: English
Authors: Paola Guerrero-Rosada, Christina Weiland, Meghan McCormick, Catherine Snow, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 51
Publication Date: 2025
Sponsoring Agency: Heising-Simons Foundation
Foundation for Child Development
National Academy of Education (NAEd)
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Preschool Education, Equal Education, Community Organizations, Institutional Characteristics, Community Characteristics, Accountability, Accreditation (Institutions), Grants, Public Education, Standards, Geographic Location, Urban Schools
Geographic Terms: Massachusetts (Boston)
Abstract: Universal prekindergarten (UPK) programs often expand through mixed-delivery systems by offering seats in public schools and community-based centers (CBOs). Although this approach aims to meet varied family needs, little is known about potential systematic differences between CBOs that apply to UPK programs and those that do not. We examined whether applier and nonapplier CBOs differ in capacity, structural quality, and demographic characteristics, using public and administrative data from 223 licensed centers during the first 2 years of Boston UPK expansion. We included a geospatial approach to identify quality variation across neighborhoods. Before accounting for community characteristics, UPK appliers had larger capacity than nonappliers (0.81 SD), were more likely to receive subsidies (35 pp), participate in accountability systems (36 pp), and have national accreditation (39 pp). However, after accounting for community characteristics, only accreditation status differentiated appliers from nonappliers. Consistently, we found distinct patterns of accountability participation, compliance with standards, and accreditation across neighborhoods. Findings illustrated an innovative method to inform the equitable scaling of UPK programs and suggest new directions on potential uses of licensing, monitoring, and accreditation systems.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672522
Database: ERIC
FullText Text:
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Universal prekindergarten (UPK) programs often expand through mixed-delivery systems by offering seats in public schools and community-based centers (CBOs). Although this approach aims to meet varied family needs, little is known about potential systematic differences between CBOs that apply to UPK programs and those that do not. We examined whether applier and nonapplier CBOs differ in capacity, structural quality, and demographic characteristics, using public and administrative data from 223 licensed centers during the first 2 years of Boston UPK expansion. We included a geospatial approach to identify quality variation across neighborhoods. Before accounting for community characteristics, UPK appliers had larger capacity than nonappliers (0.81 SD), were more likely to receive subsidies (35 pp), participate in accountability systems (36 pp), and have national accreditation (39 pp). However, after accounting for community characteristics, only accreditation status differentiated appliers from nonappliers. Consistently, we found distinct patterns of accountability participation, compliance with standards, and accreditation across neighborhoods. Findings illustrated an innovative method to inform the equitable scaling of UPK programs and suggest new directions on potential uses of licensing, monitoring, and accreditation systems.
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      – Text: English
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        PageCount: 51
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      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Community Organizations
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Community Characteristics
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      – SubjectFull: Standards
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      – SubjectFull: Geographic Location
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      – SubjectFull: Urban Schools
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      – SubjectFull: Massachusetts (Boston)
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      – TitleFull: Count Me in? Identifying Factors That Predict Centers' Application to Boston's Mixed-Delivery Universal Pre-K Program. EdWorkingPaper No. 25-1151
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