Does Going to School-Based Prekindergarten Predict Access to Disability Services in Elementary School?

This study examines school-based Pre-K (SBPK) versus center-based Pre-K (CBPK) settings, focusing on subsequent access to disability supports, an underexplored area. Specifically, we examine whether attending SBPK is associated with difference rates of disability diagnosis or receiving an Individualized Education Program (IEP) in elementary school, grades K through 5. Using data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–11 (ECLS-K: 2010–11), we analyzed 8,990 children who attended either SBPK or CBPK. Results indicate that SBPK attendance is associated with higher rates of disability diagnosis and IEPs in early elementary grades (K-2), suggesting that SBPK settings may offer better resources for identifying and supporting children with disabilities. Implications are discussed.