Preschool for California's Children

This policy brief examines disparities in preschool access and developmental outcomes among California’s children, focusing on how family background and ethnicity influence participation in center-based programs. Well over half of all children in California attend center-based programs or Head Start preschools in the year prior to kindergarten, but significant disparities persist. Latino children, in particular, are less likely to attend preschool (38%) compared to White children (58%) and tend to start preschool later. Additionally, African American children participate in center-based programs for longer weekly hours than their peers, but other ethnic groups, including Latino and Asian American children, attend for fewer hours.

Children who attend center-based programs generally exhibit cognitive benefits, including higher proficiency in pre-reading and math skills upon entering kindergarten. These benefits are most pronounced for children from disadvantaged families and those who enter preschool before age four. Research estimates suggest that preschool participation can reduce early achievement gaps, particularly for Latino and African American children, by as much as 50 percent. However, prolonged daily attendance is associated with slight negative effects on social behavior, such as increased aggressiveness, although not to a clinically significant extent.

The brief emphasizes the importance of expanding access to high-quality preschool programs, particularly for low-income, Latino, and African American children. While all income groups appear to benefit cognitively from preschool attendance, the strongest effects are seen among disadvantaged children. Providing early and sustained exposure to center-based programs can help reduce developmental disparities and promote school readiness, but attention to quality improvement and appropriate daily attendance levels remains crucial.