TY  - JOUR
AB  - New York City’s universal pre-kindergarten program, which increased full-day enrollment from 19,000 to almost 70,000 children, is ambitious in both scale and implementation speed. We provide new evidence on the distribution of pre-K quality in NYC by student race/ethnicity, and investigate the extent to which observed differences are associated with the spatial distribution of higher-quality providers. Relative to other jurisdictions, we find the average quality of public pre-K providers is high. However, we identify large disparities in the average quality of providers experienced by black and white students, which is partially explained by differential proximity to higher-quality providers. Taken together, current racial disparities in the quality of pre-K providers may limit the program’s ability to reduce racial achievement gaps.
AU  - Latham, Scott
AU  - Corcoran, Sean P.
AU  - Sattin-Bajaj, Carolyn
AU  - Jennings, Jennifer L.
DA  - July 2020
DO  - 10.26300/g1kf-9v58
PY  - 2020
ST  - Racial Disparities in Pre-K Quality: Evidence from New York City’s Universal Pre-K Program
T2  - EdWorkingPapers.com
TI  - Racial Disparities in Pre-K Quality: Evidence from New York City’s Universal Pre-K Program
UR  - https://www.edworkingpapers.com/ai20-248
ID  - 222
ER  -