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Full-day Kindergarten Since 1977, the percentage of kindergartners enrolled in full-day (in contrast to half-day) programs has more than doubled, increasing from 28 percent of all kindergartners in 1977 to 65 percent of all kindergartners in 2003... > View Indicator Preschool and Prekindergarten Programs Among those children not yet enrolled in kindergarten, the percentage of three- to five-year olds enrolled in full-day prekindergarten and preschool programs increased from 22 percent in 1995 to 28 percent in 2003. Among children in families with very low incomes (less than $15,000), the percentage increased from 19 percent to 27 percent between 1995 and 2003. The percentage of those children enrolled in part-day prekindergarten and preschool programs did not change significantly between 1995 and 2003, and was at 27 percent in 2003... > View Indicator Public schools with Prekindergarten and Special Education Prekindergarten Programs Public elementary schools in areas where most children are eligible for free or reduced-price lunches are much more likely than schools in wealthier areas to offer prekindergarten classes. During the 2000-2001 school year, over half (51 percent) of public elementary schools with 75 percent or more of all students eligible for free or reduced-price lunch had prekindergarten classes. In contrast, one quarter of public elementary schools with less than 35 percent of all students eligible for free lunch offered prekindergarten classes... > View Indicator Head Start Children living in neighborhoods with high concentrations of child poverty are much more likely than children living in more affluent neighborhoods to be participating in a Head Start program. In 2001, 28 percent of children ages three to four who lived in neighborhoods where at least 20 percent of those under age 18 lived in poverty attended Head Start programs, compared with 3 percent of children ages three to four who lived in neighborhoods where less than five percent of the child population lived in poverty...> View Indicator Individualized Education Plans Boys are more than twice as likely as girls to receive special services through an Individualized Education Plan (IEP). In 2003, 9 percent of boys in kindergarten through grade 3 had an IEP compared with 4 percent of girls in the same grades....> View Indicator Repeating a Grade Among children in grades one through three, non-Hispanic blacks are much more likely than other children to have repeated a grade of primary school. In 2003, 10 percent of non-Hispanic black children had repeated a grade, compared with 1 percent of Asian or Pacific Islander children, 4 percent of non-Hispanic white children, and 6 percent of Hispanic children of the same age... > View Indicator School Communication in Parents' Native Language Among children in kindergarten through grade three whose parents spoke a language other than English, those living in households at or below the poverty line were much more likely than their wealthier peers to attend schools that both provided interpreters for parent-teacher conferences and other school meetings and translated memos and newsletters into parents' native language (81 percent versus 49 percent, respectively, in 2003). Overall, 64 percent of such children attended schools that provided both these services...> View Indicator
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