«Because our findings strongly suggest that attending public pre-K helps to promote information access and test taking for
gifted and talented
programs, with the advent
of universal pre-K, the New York City Department
of Education has an even greater chance to provide information about public educational opportunities to many more children across all
demographic subgroups,» said Weinberg.
Yet, much
of that work depends on a simple, often unstated, assumption: that the short list
of control variables captured in educational data systems — prior achievement, student
demographics, English language learner status, eligibility for federally subsidized meals or
programs for
gifted and special education students — include the relevant factors by which students are sorted to teachers and schools.