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Understanding equitable access to public Montessori pre-K: A case study of Montessori recruitment and enrollment practices

Ensuring equitable access to high-quality early education for families from all racial, ethnic, and income backgrounds is a critical component for addressing systemic racism and inequality within the public education system. This study examined one piece of this issue by investigating access to public Montessori pre-K, as well as barriers that may hinder equitable access. Barriers to accessing high-quality educational opportunities often disproportionally affect Black and Latine families and families experiencing poverty, and these barriers may contribute to what researchers call the “opportunity gap.” (author abstract)
Resource Type:
Reports & Papers
United States
Indiana; Colorado; California; Alaska

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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