Using the child opportunity index to examine equity in access to a state-funded prekindergarten program

Abstract

Michigan's state-funded prekindergarten (pre-K) program seeks to overcome socioeconomic disparities by providing free education to low-income four-year-olds. This study uses geographically weighted regression to assess equity by examining program locations in relation to two measures that demonstrate local needs: Child Opportunity Index (COI), which is a composite measure of community resources tied to child well-being, and the proportion of three- and four-year-old children. We also examined the proportion of residents who are non-White in each zip code. Results show that zip codes with lower COIs have better access to pre-K sites, suggesting equitable access. For about one-tenth of Michigan zip codes, the population of preschool-age children is not correlated with access, suggesting less equity. The racial/ethnic makeup of the zip codes is not associated with access, as it should not be if access is equitable. The findings have implications for Michigan and beyond.