Though economically disadvantaged students in the Houston Independent School District (HISD) have "greater" access to pre-kindergarten (pre-k) than their peers, English learner (EL) students do not. Equity in access to nearby pre-k would mean at-risk students, particularly those targeted for free public pre-k in Texas, would have greater access to nearby pre-k programs than their peers. Having access to a nearby pre-k program is important, as students who have a pre-k program in their elementary zone or within one mile of their homes are more likely to enroll. Similarly, equity in access to high quality programs would mean groups targeted by pre-k policies, who may find greater benefit from enrollment in high quality programs, would be more likely to be enrolled in these programs. This study finds EL students are at a disadvantage compared to their peers, with lower likelihood of being enrolled in a high quality program despite being more likely to benefit from high quality pre-k than their non-EL peers. This document summarizes prior HERC research examining pre-k access for students in HISD.