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Mixed-delivery public prekindergarten: Differences in demographics, quality, and children’s gains in community-based versus public school programs across five large-scale systems


Nearly all states with public prekindergarten programs use mixed-delivery systems, with classrooms in both public schools and community-based settings. However, experts have long raised concerns about systematic inequities by setting within these public systems. We used data from five large-scale such systems that have taken steps to improve equity by setting (Boston, New York City, Seattle, New Jersey, and West Virginia) to conduct the most comprehensive descriptive study of prekindergarten setting differences to date. Our public school sample included 2,395 children in 383 classrooms in 152 schools, while our community-based sample is comprised of 1,541 children in 201 classrooms in 103 community-based organizations (CBOs). We examined how child and teacher demographic characteristics, structural and process quality features, and child gains differed by setting within each of these systems. (author abstract)

Resource Type:
Reports & Papers
United States
State(s)/Territories/Tribal Nation(s):
Massachusetts; New Jersey; New York; Washington; West Virginia

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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