The percentage of 3- to 5-year-olds enrolled in full-day preprimary programs increased from 32 percent in 1980 to 58 percent in 2010.
The percentage of 3- to 5-year-olds enrolled in full-day preprimary programs increased from 32 percent in 1980 to 58 percent in 2010 (see table A-2-1). Preprimary programs are groups or classes that are organized to provide educational experiences for children and include kindergarten, preschool, and nursery school programs. In addition to the overall increase, the full-day attendance percentage increased for each age group. More specifically, from 1980 to 2010, the percentage of 3-yearolds enrolled in full-day preprimary programs increased from 37 to 50 percent, the percentage of 4-year-olds from 33 to 47 percent, and the percentage of 5-year-olds from 29 to 72 percent.
The total numbers of 3- to 5-year-olds enrolled in either public or private nursery schools or kindergartens all increased over time except for enrollment in private kindergarten. More specifically, from 1980 to 2010, the total number of 3- to 5-year-olds enrolled in public nursery schools increased from 0.6 to 2.7 million. The total number of 3- to 5-year-olds enrolled in private nursery schools was also higher in 2010 than in 1980 (2.0 vs. 1.4 million). The total number of 3- to 5-year-olds enrolled in public kindergarten was greater in 2010 than in 1980 (3.1 vs. 2.4 million). However, the total number of 3- to 5-year-olds enrolled in private kindergarten was lower in 2010 than in 1980 (0.4 vs. 0.5 million).
Looking more closely at 2010, the percentage of Asian children enrolled in preprimary programs was 71 percent, and was higher than the percentage of Hispanic children enrolled in preprimary programs (56 percent), though not measurably different from the percentages enrolled among other racial/ethnic groups (see table A-2-2). The percentages of children enrolled in full-day and part-day programs in 2010 also differed by race/ethnicity. Black children had the highest percentage of enrollment in full-day preprimary programs (52 percent) and one of the lowest percentages of children enrolled in part-day preprimary programs (13 percent). Higher percentages of Asian (34 percent) and White (31 percent) children were enrolled in part-day preprimary programs than Hispanic children (24 percent).
Enrollment patterns also varied by parents’ highest level of education, defined as the highest level of achievement attained by the most educated parent. Higher percentages of 3- to 5-year-olds whose parents have either a graduate or professional degree (78 percent) or a bachelor’s degree (72 percent) were enrolled in preprimary programs than children of parents with any other level of educational attainment, which ranged from 48 to 62 percent. Children whose parents have less than a high school credential had the lowest percentage of enrollment in preprimary programs. Enrollment in full-day and part-day preprimary programs also differed by the highest educational attainment of parents or guardians. Forty-three percent of 3- to 5-year-olds whose parents have a graduate or professional degree were enrolled in full-day preprimary programs, a higher percentage than those of children whose parents or guardians have any other level of educational attainment (30 to 38 percent). Children whose parents have a graduate or professional degree and children whose parents have a bachelor’s degree also were enrolled in part-day preprimary programs in the highest percentages (35 and 34 percent, respectively). For instance, 18 percent of 3- to 5-year-olds whose parents have less than a high school credential were enrolled in part-day preprimary programs.
Technical Notes
Current Population Survey (CPS) data from 1994 to 2010 were collected using new
procedures and may not be comparable with data prior to 1994. Enrollment data for
5-year-olds include only those students in preprimary programs and do not include
those enrolled in primary programs. Data are based on sample surveys of the civilian
noninstitutional population. Race categories exclude persons of Hispanic ethnicity.
For more information on race/ethnicity, see Appendix C – Commonly Used Measures.
For more information on the CPS, see Appendix B – Guide to Sources.
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