How Parents Make Decisions about PreK Enrollment
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| Title: | How Parents Make Decisions about PreK Enrollment |
|---|---|
| Language: | English |
| Authors: | M. Elizabeth Graue (ORCID |
| Source: | Education Policy Analysis Archives. 2024 32(36). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Access to Education, Preschool Education, Preschool Evaluation, School Choice, Parent Attitudes, Parent School Relationship, Parents, Public Schools, Public Education, Enrollment Influences |
| Geographic Terms: | Wisconsin (Madison) |
| ISSN: | 1068-2341 |
| Abstract: | Public PreK programs are an increasingly popular policy tool to equalize early learning opportunities. Programs can be universally available or targeted to support children's readiness. At the intersection of early childhood and K-12 education, their hybrid status can be difficult for families to negotiate. Based on interviews completed in 2018, we describe how parents in a universal PreK program decided whether and where their child would attend PreK, comparing parents who chose school sites with those who did not. The part-time nature of the program was a barrier to many families, prompting us to ask whether a program is authentically universal if it is not accessible to all. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437428 |
| Database: | ERIC |
| Abstract: | Public PreK programs are an increasingly popular policy tool to equalize early learning opportunities. Programs can be universally available or targeted to support children's readiness. At the intersection of early childhood and K-12 education, their hybrid status can be difficult for families to negotiate. Based on interviews completed in 2018, we describe how parents in a universal PreK program decided whether and where their child would attend PreK, comparing parents who chose school sites with those who did not. The part-time nature of the program was a barrier to many families, prompting us to ask whether a program is authentically universal if it is not accessible to all. |
|---|---|
| ISSN: | 1068-2341 |
