Can robust preschool initiatives – such as New York City's universal entitlement –narrow disparities in children's learning? Or, might the quality of pre-K sites become regressively distributed, based on racial or economic features of neighborhoods? We map levels of quality observed across 1,791 pre-k sites, 2015 to 2019, finding that those situated in economically better-off census tracts host higher quality programs and developmental practices. Quality falls lower in pre-K sites situated in neighborhoods with larger shares of Black residents and sites enrolling higher percentages of Black children, relative to White or Asian American locales. Preschools run by community organizations display higher quality overall, compared with city schools, while the latter host stronger instructional activities. We discuss ways of mitigating against regressive features that may arise with pre-K entitlements, along with widening the field's conceptions of quality.

强有力的学前教育计划——例如纽约市的普遍权利——能否缩小儿童学习的差距？或者，基于社区的种族或经济特征，学前教育网站的质量是否会呈递减分布？我们绘制了 2015 年至 2019 年在 1,791 个学前教育地点观察到的质量水平，发现那些位于经济较富裕的人口普查区的地点拥有更高质量的项目和发展实践。相对于白人或亚裔美国人的地区，位于黑人居民比例较高的社区和招收黑人儿童比例较高的地区的学前教育地点的质量下降。与城市学校相比，由社区组织运营的幼儿园总体质量更高，而后者的教学活动更强。