EDUCATION & ACHIEVEMENT

EA 1.1

EARLY CHILDHOOD PROGRAM ENROLLMENT OF 3–5 YEAR-OLDS

Enrollment in an early childhood program is one indicator of readiness to learn that may be especially relevant for children from disadvantaged backgrounds for elementary school. One of the National Education Goals for the year 2000, adopted by Congress, is that "all children will have access to high-quality and developmentally appropriate preschool programs that help prepare children for school.¹ Table EA 1.1 presents the percentage of 3- to 5-year-olds enrolled in center-based programs.² Center-based programs include day care centers, Head Start programs, preschools, prekindergartens, and other early childhood programs.

In 1996, over half (55 percent) of all 3- to 5-year old children were enrolled in a center-based program. This reflects a modest increase from 53 percent in 1991 and 1993 (see Table EA 1.1).

Differences by Race and Ethnicity. ³There are notable differences in early childhood program enrollment rates among racial and ethnic groups. For example, in 1996, only 39 percent of Hispanic children were enrolled in an early childhood program compared with 57 percent of whites and 65 percent of blacks. Throughout the 1990s, black 3- to 5-year olds have had the highest enrollments in early childhood programs, followed closely by whites, with much lower enrollments among Hispanics (see Figure EA 1.1.A).

Differences by Family Type. In 1996, center-based enrollments were lower among children in two parent families (54 percent) than among children with either one or no parents (58 percent) (see Figure EA 1.1.B).

Differences by Socioeconomic Status. There are substantial differences in center-based enrollments by socioeconomic status, including poverty status and maternal education (see Figure EA 1.1.B).

• In 1996, enrollments were much higher among families that were above the poverty threshold (60 percent) than those who were at or below the poverty threshold (43 percent).
• Enrollments also differ by maternal education, with the highest enrollment (73 percent) among children whose mothers were college graduates and the lowest (37 percent) among children whose mothers lacked a high school diploma.

These differences by socioeconomic status were apparent for all years reported (see Table EA 1.1).

Differences by Mother’s Employment Status. There are also differences in enrollments by maternal employment status (see Figure EA 1.1.B). For example, in 1996, children whose mothers were working either full time (35 hours or more per week) or part time (less than 35 hours per week) had substantially higher enrollments than children whose mothers were not in the labor force. These differences have been apparent since 1991.
 

Figure EA 1.1.A   Percentage of 3- to 5-Year-Olds Enrolled in Center-Based Programs, by Race/Ethnicity: 1991, 1993, 1995, and 1996

Source: U.S. Department of Education, National Center for Education Statistics, 1991, 1993, 1995, and 1996 National Household Education Survey.
 

Figure EA 1.1.B   Percentage of 3- to 5-Year-Olds Enrolled in Center-Based Programs, by Poverty Status, Family Type, and Mother's Employment Status: 1996

Source: U.S. Department of Education, National Center for Education Statistics, 1996 National Household Education Survey.
 

Table EA 1.1 Percentage of 3- to 5-Year-Oldsa Enrolled in Center-Based Programs,b by Child and Family Characteristics: 1991, 1993, 1995, and 1996
			1991		1993		1995			1996
			——		——		——			——
Total			53		53		55			55
	Gender
		Male	53		53		55			55
		Female	53		53		55			55
	Race/Ethnicity
		White, non-Hispanic	54		54		57			57
		Black, non-Hispanic	58		57		60			65
		Hispanic	39		43		37			39
	Poverty Statusc
		Non-poor	56		57		60			60
		Poor	44		43		44			43
	Family Type
		Two parents	54		52		55			54
		One or no parent	50		54		56			58
	Mother’s Educationd
		Less than high school	32		33		35			37
		High school/GED	46		43		48			49
		Vocational/technical or some college	60		60		57			58
		College graduate	72		73		75			73
	Mother’s Employment Statusd
		35 hours or more per week	59		61		60			63
		Less than 35 hours per week	58		57		62			64
		Not in labor force	45		44		47			43
Notes: aEstimates are based on children who have yet to enter kindergarten. bCenter-based programs include day care centers, Head Start programs, preschools, prekindergartens, and other early childhood programs.  cChildren were classified as non-poor (living above the poverty threshold) or poor (living below the poverty threshold), based on family size and income. See Wright, D., Hausken, E.G., and West, J. (1994). Family-Child Engagement in Literacy Activities: Changes in Participation Between 1991 and 1993. Washington, D.C: U.S. Department of Education. National Center for Education Statistics.  dChildren without mothers in the home are not included in estimates dealing with mother’s education or mother’s employment status. A mother is defined as a biological mother, adoptive mother, stepmother, foster mother, or female guardian (e.g., grandmother) who resides in the home with the child.  Source: U.S. Department of Education, National Center for Education Statistics, 1991, 1993, 1995, and 1996, National Household Education Survey.

² Estimates are based on children who have yet to enter kindergarten.

³ Estimates for whites and blacks exclude Hispanics of those races.
 

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