Impact of the Chicago universal pre-kindergarten expansion: Effects on pre-kindergarten capacity and enrollment and implications for equity

Abstract

In 2019, Chicago began transitioning from a targeted pre-K program to free, full-day universal pre-K (UPK). By design, the transition intended to expand capacity over a few years, prioritizing access in more disadvantaged areas before moving on to more advantaged areas. We analyzed the transition path, showing capacity and enrollment over time across neighborhoods categorized by poverty rates, racial and ethnic composition, and economic resources. We also used a difference-in-differences approach to examine the causal impact of the expansion on access and explore implications for equity. We found that Chicago's UPK increased 4-year-old enrollment in free, full-day pre-K programs in Chicago Public Schools, largely through replacing half-day seats with full-day seats, with no negative effect on 3-year-old enrollment. We also found that capacity and enrollment generally were expanded earlier in neighborhoods with higher levels of disadvantage. Importantly, all communities across the city experienced increases in capacity and enrollment through the UPK expansion, suggesting it is possible to expand access across sociodemographic groups without compromising access for children living in historically underinvested neighborhoods. As local efforts across the nation expand to increase access to publicly funded programs, the Chicago UPK expansion can serve as a model.