This study examines student access to HISD pre-k programs, measured in multiple ways: whether a program exists in their elementary zone and whether a program exists within one mile of their residence. We also estimate whether there is equity in access, by examining whether students who have the greatest need (including economically disadvantaged and English learners) also have the greatest access to pre-k. Across measures, we find that economically disadvantaged students have a greater likelihood of access to pre-k than their non-economically disadvantaged peers. However, English learners, another population targeted by the state policy to receive pre-k, are not more likely to have access to pre-k than their peers who are not English learners. The purpose of this study is to identify the spatial distribution of HISD pre-kindergarten (pre-k) programs across the district and better understand how program location may be associated with access and equity issues around pre-k. Our goal is to evaluate the extent to which families have nearby options for public pre-k and examine whether this accessibility is the same for students of all sociodemographic backgrounds. This is the first in a four-part series of research briefs regarding student access to and utilization of HISD pre-k programs, with subsequent briefs examining possible ways to increase access to HISD pre-k programs and the relationship between access and utilization (Brief 2), the ways in which parents make decisions about pre-k programs for their children (Brief 3), and the relationship between access to HISD pre-k and student outcomes at kindergarten entry (Brief 4). [Title varies: "Brief #1: Availability of and Equity in Access to HISD Pre-K Programs."]