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then present information regarding pre-k enrollment patterns before and after a set of policy changes that were introduced in 2013–14 and summarize those policy changes as they were described to us in key informant interviews. Studying Enrollment in School-Based Pre-K in Chicago . This study focuses on pre-k access and enrollment in CPS (or
ACCESS to CPS Full-Day Pre-K Increased for High-Priority Student Groups Although the total number of pre-k seats in CPS did not increase during our study years (2010–11—2015–16), Chicago’s policy changes greatly expanded full-day pre-k in CPS. • The portion of pre-k seats that were in full-day class- rooms quadrupled, from 5% to 21%.
The pandemic set pre-K enroll-ment and funding back further, with an enrollment decline of nearly 300,000 children and state spending remaining relatively flat.1 As children and families return to public pre-K, state policymakers must focus on investing in program expansion and strengthening quality. Those eforts should start with a pre-K ...
Universal preschool is an international movement supporting the use of public funding to provide preschool education to all families. This movement is focused on promoting a global, rather than local, preschool program. The goal is to provide equity across all socioeconomic backgrounds, enabling children to improve their academic and social ...
Children across the nation lack access to high-quality pre-K programs that can support their development and build foundational skills for elementary school. The pandemic set pre-K enrollment and funding back further, with an enrollment decline of nearly 300,000 children and state spending remaining relatively flat.
504 also requires, among other things, that a student with a disability receive an equal opportunity to participate in athletics and extracurricular activities, and to be free from bullying and harassment based on disability. Specifically, this resource guide: • Highlights key requirements of Section 504 in the area of public elementary and
order to receive a free appropriate public education, or who need additional services and supports in STEM courses to access the general education curriculum (IDEA section 602, section 611, section 612, section 613, and section 614). 2. Increasing access to out-of-school and expanded learning time in STEM: a.
Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools . Chicago Public Schools is working to improve early literacy outcomes through a muliyear professional develop-ment iniiaive for preK–2 teachers. This iniiaive—the P–2 Balanced Literacy Iniiaive—aims to improve litera-