Essential Question 2

About this Essential Question

This question examines children’s access to full-day pre-K that meets state benchmarks for quality. Access involves not only the availability of high-quality pre-K programs but also their affordability, location, and enrollment processes and procedures. System policies and practices can expand or restrict access. For example, offering enrollment materials in multiple languages can improve access for non-English-speaking families, and offering childcare subsidies can improve access for families with low incomes. State and local leaders, including pre-K system leaders, can use this question to assess whether all families have access to high-quality pre-K options and the support they need to enroll children in their preferred programs.  

Probing Questions

Use these probing questions to dive deeper on the essential question or approach it through a different lens. Feel free to adapt these questions further or come up with your own.  

• What qualities do families view as essential for high-quality pre-K? How well do state benchmarks for high-quality pre-K align with families’ perspectives? How well do state benchmarks align with research-based standards?
• What factors are most important to families when considering pre-K programs (for example, schedule, engaging curriculum, certified teachers, transportation, affordability)?
• How are families currently able to access information about local pre-K options? How accessible and responsive is this information to their specific needs, such as their home language and top priorities for pre-k programs?
• How do patterns in developmental progress (in each or any domain) vary based on where families live? How do patterns vary by student race and ethnicity, gender, home language, family income level, and/or disability status?
• How do system-level decisions and actions—such as program location, registration requirements, and transportation access—support or hinder access to quality, full-day pre-K for all children?
• How might we improve access to quality, full-day pre-K? What system-level practices and conditions could we strengthen or improve? Who needs to be involved?