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Critique of Head Start EDFO 420 (800) Group 5

Article Supporting Head Start
http://files.eric.ed.gov.proxy.bsu.edu/fulltext/ED562861.pdf
By: Bukola Adeyanju

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Summary of article not in favor of Head Start

By: Bukola Adeyanju - This article discusses about   children entering  and leaving  Head Start with low-average
skill and knowledge skill.  According to
the survey conducted by family and child experience survey, it shows the low
scores and limited progress of Head Start children in the key areas of
language, pre-reading, and mathematics. 
Recent 2000 FACES data also revealed that:

-         
Spanish-speaking children in Head Start did not
gain at all in letter recognition skills in 2000

-         
Head Start children did not start Kindergarten
with the same social skill level as their more socio-economically advantaged
peers and they continue to have more emotional and conduct problems.

-         
Children enrolled in Head Start in 1997 showed
that children who attend Head Start make less progress than the average
kindergarten.

Children entered Head start in 2000 who scores about the 16th
percentile in vocabulary, or about 34 percentile points below the average.  Children entering Head Start scored at about
the 31st percentile in letter recognition and at about the 21st
percentile in early mathematics.  

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Summary of article not in favor of Head Start

By: Bukola Adeyanju - This article discusses about   children entering  and leaving  Head Start with low-average
skill and knowledge skill.  According to
the survey conducted by family and child experience survey, it shows the low
scores and limited progress of Head Start children in the key areas of
language, pre-reading, and mathematics. 
Recent 2000 FACES data also revealed that:

-         
Spanish-speaking children in Head Start did not
gain at all in letter recognition skills in 2000

-         
Head Start children did not start Kindergarten
with the same social skill level as their more socio-economically advantaged
peers and they continue to have more emotional and conduct problems.

-         
Children enrolled in Head Start in 1997 showed
that children who attend Head Start make less progress than the average
kindergarten.

Children entered Head start in 2000 who scores about the 16th
percentile in vocabulary, or about 34 percentile points below the average.  Children entering Head Start scored at about
the 31st percentile in letter recognition and at about the 21st
percentile in early mathematics.  

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References:
U.S. Department of Health and Human Services (2003) Strengthening Head Start : What the evidence shows , 5-9

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 BukolaAdeyanju :  Summary of article supporting Head Start  This article discusses  the role of classroom quality in explaining Head Start
Impact.  Head Start goal is to improve school readiness of low-income
children in the United States.  It was
revealed that randomization to Head Start led to improvements in the quality of
care children received. The article examined impact of Head Start in the
following areas:

1.      
Setting - The HSIS was designed to be nationally
representative of 3- and 4-year-olds attending Head Start programs in the
United States and included children in 22 states. Observations of classroom
quality occurred in the child’s primary care setting, including Head Start
centers, other public and private center-based care facilities, and family
child care homes. Direct assessments of children’s cognitive skills occurred in
the child’s Head Start center or home.

2.      
Population served

3.      
Intervention 

4.      
Research

5.      
Finding

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 BukolaAdeyanju :  Summary of article supporting Head Start  This article discusses  the role of classroom quality in explaining Head Start
Impact.  Head Start goal is to improve school readiness of low-income
children in the United States.  It was
revealed that randomization to Head Start led to improvements in the quality of
care children received. The article examined impact of Head Start in the
following areas:

1.      
Setting - The HSIS was designed to be nationally
representative of 3- and 4-year-olds attending Head Start programs in the
United States and included children in 22 states. Observations of classroom
quality occurred in the child’s primary care setting, including Head Start
centers, other public and private center-based care facilities, and family
child care homes. Direct assessments of children’s cognitive skills occurred in
the child’s Head Start center or home.

2.      
Population served

3.      
Intervention 

4.      
Research

5.      
Finding

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References:
Connors, M, Friedman-Krauss A. H, Morris, P. A, Page, L. C, Feller A (2014) The Role of Classroom Quality in Explaining Head Start Impacts

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Critique of Head Start EDFO 420 (800) Group 5

Article not in favor of Head Start
http://files.eric.ed.gov.proxy.bsu.edu/fulltext/ED477430.pdf
By: Bukola Adeyanju

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By : Bukola Adeyanju

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Journal Article Not Supporting Head Start

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Journal Article Not Supporting Head Start

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Summary by Angela Jessup

In this article, the benefits of Early Head Start are compared to the benefits of State Pre-K programming in the city of Tulsa, OK.  The findings show that while there is evidence of health benefits for children who participated in the Federal Early Head Start Program, the educational benefits were lacking compared to that of the State funded Pre-K programming. As parents look for early childhood programs that build a solid foundation for educational growth, the findings show that the state funded Pre-K programming better meets those needs. The article does not discount that the health and home environmental benefits of Early Head Start are beneficial and ultimately finds that a dual system of both programs would give the most optimal results for children and families.

References

Gormley Jr., W. T., Phillips, D., Adelstein, S., & Shaw, C. (2010). Head Start's Comparative Advantage: Myth or Reality?. Policy Studies Journal, 38(3), 397-418. doi:10.1111/j.1541-0072.2010.00367.x

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Journal Article in Support of Head Start
Summary by Angela Jessup
This article relays the findings of a 2002 study conducted by the US Department of Health and Human Services on the effects of Early Head Start in 17 programs across the country. The findings of this study demonstrated benefits to children's cognitive development as well as their home environments, with increased likelihood for parents to read to them at home, improved discipline strategies at home, and greater parent awareness and involvement in their child's growth and development. Overall, they found that home environments of families that participated in Early Head Start were improved compared to the environments of families that did not participated in Early Head Start.

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Christin Hoppes -- Journal Article NOT Supporting Head Start Program.

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Christin Hoppes -- Journal Article NOT Supporting Head Start Program.

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Like most funding in education, Early Childhood program funding continues to get cut, which is the consensus of this article. Unfortunately, some individuals think Head Start is a waste of money. However, because the program is funded federally, low-income families do not have to pay. If Head Start program continues to lose funding, the program will unlikely be available to families. Individuals stated the study displayed that children who attended Head Start are not distinguished to children who did not. This article also discusses how some individuals believe Head Start is not effective for school readiness and no lasting value to children. Therefore, believing the money spent on Head Start is wasted.
http://search.proquest.com.proxy.bsu.edu/docview/304702029?pq-origsite=summon&accountid=8483

Savage-Vass, B. (2007). The future of the head start program: Based on decisions concerning funding as it relates to head start reauthorization (Order No. 1439691). Available from ProQuest Dissertations & Theses A&I. (304702029). Retrieved from http://search.proquest.com.proxy.bsu.edu/docview/304702029?accountid=8483

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Journal Article Supporting Head Start Program.
This article depicts the author's view on the positive effects with Early Childhood Head Start programs. The author discusses a composite of experiences for the child in which fosters all means of development. The author also makes a point that, most children come from low SES families; therefore, families do not have the skills to teach to their child at home the important developments skills needed to be successful in kindergarten. Therefore, encouraging Head Start programs. Head Start is also very important because it prepares the child for school readiness to low income families. This program not only builds relationships, but also builds a partnership in supporting the family with their well-being and other important areas.
http://search.proquest.com.proxy.bsu.edu/docview/288093026/previewPDF/63D3A696982D4C6FPQ/1?accountid=8483

DRAINE, P. M. (1975). A COMPARISON BETWEEN HEADSTART MOTHERS' AND TEACHERS' PERCEPTIONS OF CURRICULUM CONTENT AND ACTIVITIES TO BE INCLUDED IN THE HEADSTART EARLY CHILDHOOD EDUCATION COMPONENT (Order No. 7617113). Available from ProQuest Dissertations & Theses A&I. (288093026). Retrieved from http://search.proquest.com.proxy.bsu.edu/docview/288093026?accountid=8483

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Journal Article In Opposition of or not necessarily supporting Head Start

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Journal Article In Opposition of or not necessarily supporting Head Start

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Candace Brammer
Head Start Impact Study Effectiveness of the Head Start Program through Third Grade http://proxy.bsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=95423426&site=ehost-live&scope=site#.V3GJgE8tqBU.gmail
Summary:
This article does not necessarily oppose Head Start but it does discuss research that shows "little evidence of systematic differences in children's elementary school experiences through third grade between children provided access to Head Start and their counterparts in the control group" (5).  The article discusses that access to Head Start improved children's preschool outcomes across developmental domains but that Head Start "had few impacts on children in kindergarten through third grade.  Something to consider is that this study was "not a comparison of Head Start to parental care, it evaluated the program as it was in 2002, against a mixture of alternative care settings rather than against a "no services" condition" (9).
Source citation:
Head Start Impact Study. (2014). Congressional Digest, 93(4), 5-9.

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Journal Article in Support of Head Start

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Journal Article in Support of Head Start

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Candace Brammer
Head Start as a Social Support for Mothers: The psychological Benefits of Involvement
http://proxy.bsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2013-42797-008&site=ehost-live&scope=site
Summary:
Since Head Start was to focus on environmental enrichment for the “whole” child’s health, nutrition, cognitive social and emotional needs within the context of strong family involvement it makes sense to investigate the effects of Head Start of parents.  This article discusses a study on how mothers’ participation in Head Start affects their psychological well-being.  Parents after all are recipients of Head Start services as well as their children. (220)
In this study psychological well-being was assessed through several valid and reliable scales at the beginning and the end of the program year (224). Background variables and their relationships to parents’ participation were considered and statistically controlled (228). The results showed that the more mothers participated in Head Start activities, the less depressed and anxious they were and the fewer somatic complaints they reported at the end of the program year; the more skillful they felt in dealing with life problems; and the more satisfied they felt with the current quality of their lives.  The results of the study indicate that the more mothers participated in the supportive activities offered by Head Start the more gains they had in psychological well-being.  For many burdened mothers Head Start seemed to be a haven, alleviating the symptoms of distress they were experiencing (230).
The study did have limitations including that mothers decide on their extent of participation, the size of the obtained effects was modest, and the sample size and time period was limited.  The findings of this study are consistent with the notion that Head Start serves as a supportive institution for those who use it.  There are direct effects on children of Head Start and the enhanced parental well-being is a potentially positive indirect effect on children in Head Start programs.  (231-232)
Source Citation:

Parker, F. L., Piotrkowski, C. S., & Peay, L. (1987). Head Start as a social support for mothers: The psychological benefits of involvement. American Journal Of Orthopsychiatry,57(2), 220-233. doi:10.1111/j.1939-0025.1987.tb03532.x