# data[].attributes.body
Julianne Van Kley

Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates. By: Amanda Berhenke, Alison L. Miller, Eleanor Brown,  Ronald Seifer,  Susan Dickstein

The researchers studied children's motivation and its effect on school readiness. The study found that persistence was the best predictor of school readiness but that positive emotional reactions during a hard task can also shows school readiness.

https://ac-els-cdn-com.proxy.bsu.edu/S0885200611000330/1-s2.0-S0885200611000330-main.pdf?_tid=4f0fbfaf-6150-401d-a26d-67af7c4eb2cf&acdnat=1532048697_c9d7b95f61ba173c18a0626423a4f44e

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Julianne Van Kley

Jean M Ispa, Annamaria Csizmadia, Duane Rudy, & Mark A Fine. (n.d.). Patterns of Maternal Directiveness by Ethnicity Among Early Head Start Research Participants. Parenting, science and practice., 13(1), 58.

The researchers studies the effects over time of European, African and Mexican American mothers and their interactions with their children over time. Generally over time, all three groups moved from away from directiveness with their children. Though the rates at which it happened varied between the three groups.

https://bsu.alma.exlibrisgroup.com/discovery/openurl?institution=01BSU_INST&vid=01BSU_INST:Services&%3Fctx_ver=Z39.88-2004&ctx_enc=info:ofi%2Fenc:UTF-8&rfr_id=info:sid%2Fsummon.serialssolutions.com&rft_val_fmt=info:ofi%2Ffmt:kev:mtx:journal&rft.genre=article&rft.atitle=Patterns%20of%20Maternal%20Directiveness%20by%20Ethnicity%20Among%20Early%20Head%20Start%20Research%20Participants&rft.jtitle=Parenting&rft.au=Jean%20M%20Ispa&rft.au=Annamaria%20Csizmadia&rft.au=Duane%20Rudy&rft.au=Mark%20A%20Fine&rft.date=2013-01-01&rft.pub=Psychology%20Press&rft.issn=1529-5192&rft.eissn=1532-7922&rft.volume=13&rft.issue=1&rft.spage=58&rft.externalDocID=3517012691&paramdict=en-US

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Kathleen Gallina
Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe. (2016) Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which Is More Effective?

The researchers studied the differences between children who stayed in the Head Start program for two years as compared to those that did one year then moved into a state pre-K program.  They determined that children that moved into a state program performed better than those that stayed in for a second year of Head Start.  The authors suggest that the improved outcomes from attending a state pre-K program might be due to their focus on academics, while Head Start works on cognitive and emotional and physical needs as well.
https://files-eric-ed-gov.proxy.bsu.edu/fulltext/ED577940.pdf

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REPLACEMENT                     Kathleen Gallina                           Bojczyk K, Haverback H, Pae H. (2018) Investigating Maternal Self-Efficacy and Home Learning Environment of Families Enrolled in Head Start. Early Childhood Education Journal 46(2):169-178.                          The researchers studied Head Start mothers' efficacy and its direct effects on children's language and literacy development. They determined that mothers need to feel confident in their abilities in order to have a greater impact on their children's literacy development.   This information can be used to improve the programs that Head Start provides to its parents.                                                       

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REPLACEMENT                     Kathleen Gallina                           Bojczyk K, Haverback H, Pae H. (2018) Investigating Maternal Self-Efficacy and Home Learning Environment of Families Enrolled in Head Start. Early Childhood Education Journal 46(2):169-178.                          The researchers studied Head Start mothers' efficacy and its direct effects on children's language and literacy development. They determined that mothers need to feel confident in their abilities in order to have a greater impact on their children's literacy development.   This information can be used to improve the programs that Head Start provides to its parents.                                                       

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https://link-springer-com.proxy.bsu.edu/article/10.1007%2Fs10643-017-0853-y

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Kathleen Gallina
Chor, E. (2018), Multigenerational Head Start Participation: An Unexpected Marker of Progress. Child Dev, 89: 264-279. doi:10.1111/cdev.12673

The researchers tracked multi-generational Head Start families.  They determined that children whose mothers participated in the program experience positive, lasting effects from Head Start.
https://onlinelibrary-wiley-com.proxy.bsu.edu/doi/full/10.1111/cdev.12673

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REVISED                      Kathleen Gallina         Ludwig, J., & Phillips, D. A. (2008). Long-Term Effects of Head Start on Low-Income Children. Annals of the New York Academy of Sciences,1136(1), 257-268. doi:10.1196/annals.1425.005                                           The researchers submit Head Start to a benefit-cost test.  Head Start costs about $9,000 per participating child, paid for by federal, state, and local funds.  Available evidence indicates that the Head Start probably passes a benefit–cost test, but it is not clear.  The impact of Head Start on children depends on the quality of the program as compared to the environments that low-income children would otherwise be experiencing.  With such subjective variables, it is hard to determine a clear answer on the program’s effectiveness. The authors offer several suggestions to improve Head Start.  First, there could be even more cost-effective ways of deploying Head Start resources.  The program could focus on academics alone, rather than including the health and social services side. Teachers could be required to have a four year college degree.  Head start could also be restructured to be more like successful state pre-K programs.  However, the authors point out that there is no way of knowing if changes would create more harm than good.

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REVISED                      Kathleen Gallina         Ludwig, J., & Phillips, D. A. (2008). Long-Term Effects of Head Start on Low-Income Children. Annals of the New York Academy of Sciences,1136(1), 257-268. doi:10.1196/annals.1425.005                                           The researchers submit Head Start to a benefit-cost test.  Head Start costs about $9,000 per participating child, paid for by federal, state, and local funds.  Available evidence indicates that the Head Start probably passes a benefit–cost test, but it is not clear.  The impact of Head Start on children depends on the quality of the program as compared to the environments that low-income children would otherwise be experiencing.  With such subjective variables, it is hard to determine a clear answer on the program’s effectiveness. The authors offer several suggestions to improve Head Start.  First, there could be even more cost-effective ways of deploying Head Start resources.  The program could focus on academics alone, rather than including the health and social services side. Teachers could be required to have a four year college degree.  Head start could also be restructured to be more like successful state pre-K programs.  However, the authors point out that there is no way of knowing if changes would create more harm than good.

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https://nyaspubs.onlinelibrary.wiley.com/doi/epdf/10.1196/annals.1425.005

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Transactions of the New York Academy of Sciences

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REVISED                     Kathleen Gallina              Zhai, F., Brooks-Gunn, J., & Waldfogel, J. (2011). Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities. Developmental Psychology,47(1), 134-152. doi:10.1037/a0020784    The authors analyzed cognitive development, social competence, and attention and behavior problems of children to determine if Head Start improved school readiness.   The authors point out that some studies that show no value to Head Start might have a built in bias because the children that the program serves are disadvantaged. So instead of comparing the outcomes of Head Start participants with those of nonparticipants, they compared outcomes of low-income families that did or did not participate in Head Start. The authors determined that children who attended Head Start had improved cognitive ability and social competence and less attention problems in elementary school.     https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3050648/pdf/nihms273531.pdf

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REVISED                     Kathleen Gallina              Zhai, F., Brooks-Gunn, J., & Waldfogel, J. (2011). Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities. Developmental Psychology,47(1), 134-152. doi:10.1037/a0020784    The authors analyzed cognitive development, social competence, and attention and behavior problems of children to determine if Head Start improved school readiness.   The authors point out that some studies that show no value to Head Start might have a built in bias because the children that the program serves are disadvantaged. So instead of comparing the outcomes of Head Start participants with those of nonparticipants, they compared outcomes of low-income families that did or did not participate in Head Start. The authors determined that children who attended Head Start had improved cognitive ability and social competence and less attention problems in elementary school.     https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3050648/pdf/nihms273531.pdf

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REVISED                         Kathleen Gallina               Barr, A., & Gibbs, C. R. (2017). Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood.                The authors focused their study on second generation of Head Start participants because their outcomes would better indicate if Head Start impacted the cycle of poverty.  They conclude that Head Start has long-term benefits for children and families, including less teen pregnancies and crime, and higher educational attainment.  

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REVISED                         Kathleen Gallina               Barr, A., & Gibbs, C. R. (2017). Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood.                The authors focused their study on second generation of Head Start participants because their outcomes would better indicate if Head Start impacted the cycle of poverty.  They conclude that Head Start has long-term benefits for children and families, including less teen pregnancies and crime, and higher educational attainment.  

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https://www.irp.wisc.edu/newsevents/workshops/2017/participants/papers/8-Barr-Gibbs_intergen%20HS_JuneSRW2017.pdf

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State and district public
preschool programs have an expected net
present value of $22,236 per student. We
estimate returns of approximately $4 for every
dollar invested in these programs. The level of
investment risk is relatively low; we find that
there is a 91% chance that the investment at
least breaks even.
Head Start has a positive expected net present
value of $13,888. We estimate returns on
investment of $2.63 for every dollar invested in
Head Start, with an 89% chance that the
investment at least breaks even.

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Head Start Impact Study: Effectiveness of the Head Start Program Through Third Grade
http://web.b.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=6bf07c69-5ea7-4746-b584-67e605c058e9%40sessionmgr120

Kay, N., & Pennucci, A. (2014). Early childhood education for low-income students: A review of the evidence and benefit cost analysis

How to Fix Head Start
https://www.brookings.edu/opinions/how-to-fix-head-start/

Head Start Evaluation Report Finally Released
https://www.heritage.org/education/report/head-start-impact-evaluation-report-finally-released

Head Start Earns an F: No Lasting Impact for Children by First Grade - By: Dan Lips and David Muhlhausen from The Heritage Foundation
https://www.heritage.org/education/report/head-start-earns-f-no-lasting-impact-children-first-grade

Does Head Start Work? Two Perspectives.
https://my.vanderbilt.edu/developmentalpsychologyblog/2013/12/does-head-start-work-two-perspectives-based-on-psychology/
It’s Time to Stop Head Start

https://www.cato.org/publications/commentary/its-time-stop-head-start

Quality disparities in child care for at-risk children: comparing head start and non-head start settings
http://dx.doi.org.proxy.bsu.edu/10.1007/s10995-012-0961-7

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Who Benefits From Head Start? Kids Who Attend, and Their Kids, Too.
https://www.chalkbeat.org/posts/us/2017/09/19/who-benefits-from-head-start-kids-who-attend-and-their-kids-too/

Early Head Start Works
https://www.zerotothree.org/resources/477-early-head-start-works

Increased Percentage of Teachers Nationwide Have Required Degrees, but Better Information on Classroom Teachers’ Qualifications Needed http://web.b.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=6bf07c69-5ea7-4746-b584-67e605c058e9%40sessionmgr120
Criticism Over New Head Start Testing Program Mounts http://link.galegroup.com.proxy.bsu.edu/apps/doc/A215120610/BIC?u=munc80314&sid=BIC&xid=54f868ac

Barr, A., & Gibbs, C. R. (2017). Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood.

Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities. Developmental Psychology,47(1), 134-152. doi:10.1037/a0020784

Head Start Programs Have Significant Benefits for Children at the Bottom of the Skill Distribution. ://poverty.ucdavis.edu/sites/main/files/file-attachments/6_01_bitler_head_start_2.pdf.

Focusing on Families
https://www.naeyc.org/resources/pubs/yc/may2017/two-generation-model-reducing-stress

The Long Term Impact of the Head Start Program
https://www.brookings.edu/research/the-long-term-impact-of-the-head-start-program/

Head Start: Facts and Impacts
https://www.nhsa.org/facts-and-impacts

Head Start’s Lasting Benefits

https://depts.washington.edu/isei/iyc/barnett_hustedt18_1.pdf

The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons For Policies and Programs

https://www.apa.org/pubs/journals/releases/dev-416885.pdf

Exploring the Impact of Head Start on Parents: A Pilot Study

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2710848/

Friendly FACES: FACES Findings- New Research on Head Start Outcomes and Program Quality (2003)
https://www.acf.hhs.gov/opre/resource/friendly-faces-faces-findings-new-research-on-head-start-outcomes-and

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Quality disparities in child care for at-risk children: comparing head start and non-head start settings

https://link-springer-com.proxy.bsu.edu/content/pdf/10.1007%2Fs10995-012-0961-7.pdf

This study used the Bayley Scale, along with ECERS-R and FDCRS-R, to evaluate child care programs serving children who are considered "at-risk", as well as the children who attended these programs. It compared results from Head Start programs and private programs. Children were considered to be living in poverty or not in poverty based on family income when the child was 48 months of age. This study was most critical of Head Start's reach- it does not do enough to reach the many children who could benefit from it. The study estimates that Head Start reaches only one third of eligible children, and less than one fifth of those who are born at low birthweight, which puts them at risk for developmental delays. This study also found that family day care homes sponsered by Head Start were of lower quality than non-Head Start family day care establishments.

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Increased Percentage of Teachers Nationwide Have Required Degrees, but Better Information on Classroom Teachers’ Qualifications Needed http://proxy.bsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=18210109&site=ehost-live&scope=site

This article is in support of Head Start, stating that its teachers are better qualified than the workforce found in the typical private preschool program. As required, more than half of Head Start teachers hold an Associate Degree or better in early childhood education or a related field. However, there is not adequate data to state that every Head Start classroom is headed by a teacher with a degree; that data was not required to be submitted to federal Head Start, so it is possible for some classrooms to have two degree-holding teachers, and some to be led by teachers with a CDA or state certificate. This article is in support of Head Start programs based on their teacher training; that said, it is using a potentially poor measure, given how much early childhood education training programs can vary in quality.

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Head Start Impact Study: Effectiveness of the Head Start Program Through Third Grade
(2014) (objection)
http://web.b.ebscohost.com.proxy.bsu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=6bf07c69-5ea7-4746-b584-67e605c058e9%40sessionmgr120

It's important to remember that the Head Start program is more than what happens in the classroom. This report looks at classroom experiences along with parental education, healthcare, and nutrition services. The evidence for the educational portion did state that children began kindergarten farther ahead than their peers who did not receive Head Start services. This report also talks about the "fade out" effect. What seems to be overlooked here is that fact that the many dimensions of support provided to Head Start families are removed once their children reach the elementary schools. A better measure of the impact of Head Start would be a study that maintained services for these families through third grade to compare to children who received Head Start services with the traditional end at kindergarten, as well as low-income and at-risk peers.

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Friendly FACES: FACES Findings- New Research on Head Start Outcomes and Program Quality (2003) (support)

https://www.acf.hhs.gov/opre/resource/friendly-faces-faces-findings-new-research-on-head-start-outcomes-and

This is a collection of data from the Head Start Family and Child Experiences Survey (FACES), primarily collected in 2003. This article comes out in favor of Head Start as a system,noting that the teachers in Head Start programs are more qualified. Children in Head Start programs showed statistically significant of their vocabularies, early writing, and early math skills; however, as a whole, children's skills remained below the norm for preschoolers. There is hope, though; the average number of letters a Head Start child could identify before entering kindergarten has been steadily increasing between 1997 and 2004. The study also states that the children who made the most gains in Head Start continued to make the most gains in kindergarten. The children in Head Start are in well planned environments, as well; the typical Head Start classroom has an ECERS score of 4.8 on a 7 point scale.
Overall, the study found that many factors influence how well children do in Head Start, but that regardless, the children who participate are more ready for kindergarten than those who don't.

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Exploring the Impact of Head Start on Parents: A Pilot Study

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2710848/

This article looks at the effects Head Start has on parents who involved their children in the program. It looks at a study completed with parents and children two years after completing the Head Start program. Interviews with the parents were the main factor in finding results of the effectiveness of Head Start. Education and employment changes occurred, but not were considered significant. Parents were impacted positively by receiving both emotional and financial support.  Parents were also impacted in their personal development, family relationships, and health education. These positive impacts can improve the family relationship and environment for parents and children. Overall, the Head Start, which uses a family approach within their program, can have benefits for both the children and their parents.

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It’s Time to Stop Head Start

https://www.cato.org/publications/commentary/its-time-stop-head-start

This article questions the effectiveness of the Head Start program. It points out the program setting itself up for failure from the beginning due to high bar set and overabundant amount of objectives they strived to meet. After settling to a more set goal of “increasing school readiness for children in low-income families”. However, this expectation alone is not met. While children’s development may increase, it occurs for a short period of time. Studies show that once in school, children who were apart of Head Start perform the same as children who were not. Due to these findings, the article argues that there is no reason to use Head Start programs when the cost for the government is so great and when children will fall in the same performance level by the time they reach school.

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The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons For Policies and Programs

https://www.apa.org/pubs/journals/releases/dev-416885.pdf

This article discusses the impacts the Early Head Start program has on both the child and parents through a study using research and research questions. The study compared children who were in the Head Start program versus those who were not at the age of three. Overall, the study showed that Head Start had positive impacts on both children’s cognitive and language development. Children’s social-emotional development was also positively impacted by the program. This includes less parent-reported aggressive behaviors within their children. Parents of children in the Head Start program also scored slightly higher in some aspects of their parenting behaviors. This study is also compared to other studies which showed positive outcomes for children attending a Head Start program.

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Head Start’s Lasting Benefits

https://depts.washington.edu/isei/iyc/barnett_hustedt18_1.pdf

This article discusses the multitude of benefits, proven from different studies, which come from the Head Start program. Both the short term and long term effects of Head Start are presented in the article. Short term benefits include a higher receptive vocabulary and phonemic awareness in children, parents with more positive health and safety habits, and more current immunizations in children. Long term benefits include the decrease in rates of grade retention and special education placements. A long term study is provided as well. Part of this study includes the statistic of girls who were in Head Start being more likely to graduate high school and less likely to be arrested. This article covers both educational and school readiness benefits that stem from the Head Start program. Overall, many of the short term and long term benefits are covered through this article giving insight into the positive aspects of Head Start.

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Does Head Start Work? Two Perspectives based on Psychology - By Emily Hughes

Who decides if the head start program works or doesn’t work? In this article it has been determined that psychologists are the experts. Many psychologist have studied head start since Lyndon B. Johnson started Head Start in 1965 for low income families. Betty Hart and Todd Risley and the two main psychologist that started a language study in 1967 which soon found out that the program taught children new language but could not speed up their vocabulary growth beyond the teaching of the words. The psychologist tested low income children and children of University of Kansas professors. A year later they tested the same group of children and found vocabulary with the professor’s children expanded and the low income children’s vocabulary growth slowed. Going in more depth into the study, they learned that the low income parents weren’t using as much vocabulary as the professor parents. The psychologist final report read, the government can spend lots of money on Head Start but will never give lower income children an equal playing field because of inferior parenting. The government (U.S. Department of Human & Human Services, 2010) did their own study and found out the same things psychologist have found out to be true with the low income children.

https://my.vanderbilt.edu/developmentalpsychologyblog/2013/12/does-head-start-work-two-perspectives-based-on-psychology/

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This article is from NHSA it speaks on the impact Head Start has on children by the end of the program, through elementary to high school and as adults.

https://www.nhsa.org/facts-and-impacts

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Interested in sharing this content? NHSA has prepared one-page handouts on Head Start's impacts on health outcomes, immediate impacts, and long-term outcomes. Plus, evidence from the impact study!

Head Start Facts and Impacts

Children that participate in Head Start programs receive innumerable benefits. These advantages appear immediately, last a lifetime, and even have an effect on other generations. The effects are particularly strong amongst certain subgroups of children, particularly Hispanic and African-American children, dual language learners, children who are homeless or in foster care, those who qualify for free lunch, and those whose mothers didn't graduate high school. When disadvantaged children receive high-quality birth-to-five education, such as Early Head Start plus Head Start, the return on investment can be as high as 13% annually ( Garcia et al, 2016). The advantages Head Start children experience include:

By the end of the program:

Head Start children make progress towards norms in language, literacy, and math. Head Start children also score at the norm on letter-word knowledge by the end of the year. (Aikens et al., 2013; Bloom and Weiland, 2015)

Early Head Start children show significantly better social-emotional, language, and cognitive development. Children who attend Early Head Start and transition to Head Start are more ready for kindergarten than children who do not attend Head Start. (Love et al., 2002)

The Head Start Impact Study found Head Start children scored better than a control group of children in all measured domains of cognitive and social-emotional development. (U.S. Departments of Health and Human Services, 2010)

Head Start children in foster care or other non-parental care are more ready for school. (Lipscomb et al., 2013)

Head Start children have better social skills, impulse control, and approaches to learning. Head Start children also decrease their problem behaviors, such as aggression and hyperactivity. (Aikens et al., 2013)

Obese, overweight, or underweight children who participate in Head Start have a significantly healthier BMI by kindergarten entry. (Lumeng et al., 2015)

Children in Early Head Start are more likely to be immunized and have services for children with disabilities (Love et al., 2002).

Head Start children are more likely to receive dental checkups and have healthy eating patterns than non-participants. They have lower body mass index (BMI) scores and are less likely to be overweight compared to children in other non-parental care. (Lee et al., 2013)

When families participate in Head Start (as opposed to no ECE), children are 93% less likely to end up in foster care, a correlation not found by participating in any other types of ECE. (Klein et. al., 2017)

Children show additional gains in social-emotional development as a result of participating in Head Start at both 3 and 4 years old. (Aikens et al., 2013)

Throughout K-12:

Compared with children in parental care, Head Start children performed considerably better on cognitive and social-emotional measures in kindergarten and had fewer attention problems and exhibited fewer negative behaviors. (Zhai et al., 2011)

Head Start graduates in the Baltimore City Schools enter kindergarten with higher attendance levels than their peers and maintain those levels through third grade. (Connolly and Olson, 2012)

Full-day Head Start children in the Montgomery County Public Schools were more likely to meet reading benchmarks by the end of kindergarten, compared to students who had half-day preschool or no preschool. The students also required half as many special education services per week as their peers without the MCPS preschool experience. (Zhao and Modarresi, 2010)

Mortality rates for 5- to 9-year-old children who had attended Head Start are 33 to 50 percent lower than the rates for comparable children who were not enrolled in Head Start. (Ludwig and Miller, 2007)

Children who attend Early Head Start have significantly fewer child welfare encounters during their elementary years. (Green et al., 2014)

Head Start children in Harrisburg had higher mean scores in the fifth grade than a control group on all academic and executive functioning outcomes. (Greenberg and Domitrovich, 2011)

Early Head Start shows positive impacts on participants' social-emotional functioning that last through fifth grade. (Vogel et al., 2010)

Head Start children in Tulsa, OK, have higher math test scores in 8th grade, are less likely to be chronically absent, and less likely to be held back a year by 8th grade. (Phillips et al., 2016)

As adults:

Head Start children have a higher likelihood of graduating high school, attending college, and receiving a post-secondary degree, license, or certification. (Bauer and Schanzenbach, 2016)

Head Start students are more likely to graduate high school, more likely to go to at least one year of college, less likely to be out of school and unemployed, and less likely to be in poor health. (Deming, 2009)

Among children who attended Head Start in the 1960s-70s, white children were 28.3% more likely than their siblings to complete high school and 27.6% more likely to attend college. (Garces et al., 2002)

Head Start improves adult health status for graduates; they are 7% less likely to be in poor health as adults than their siblings who did not attend. (Johnson, 2010; Deming, 2009)

As adults, Head Start graduates are 19% less likely to smoke than their siblings who did not attend. The savings from these reduced health costs are equal to 36%-141% of the program costs. (Anderson et al., 2010)

Among children who attended Head Start in the 1960s-70s, African American children who attended Head Start were 12% less likely to be arrested or charged with a crime compared to their siblings. (Garces et al., 2002)

Compared to siblings who did not attend, Head Start graduates demonstrated improved educational attainment, adult health status, and wages, and decreased grade repetition and incarceration rates for black males. (Johnson, 2011)

Exploring the evidence on lasting effects of Head Start for children and society both from and beyond the Head Start Impact Study shows the long-term effects and benefit-cost ratio of Head Start. (Karoly and Auger, 2016)

Other generations:

Early Head Start parents offer more stimulating home environments, read more with children, use less physical punishment, and have higher levels of self-sufficiency. (Love et al., 2002)

Head Start parents are more likely to increase their educational levels during their children's early years than other at-risk parents. (Sabol and Chase-Lansdale, 2014)

Head Start parents invest more time in learning activities with their children, and non-resident fathers spend more days per month with their children. (Gelber and Isen, 2011)

Head Start graduates report investing more in their own children; their children benefited from more positive parenting practices. Head Start graduates spent more teaching their own children numbers, letters, colors, and shapes, more time praising their children, showed their children more physical affection, spent more time doing the child's favorite activities, and reported spanking their children less. (Bauer and Schanzenbach, 2016)

The children of Head Start graduates are significantly more likely to finish high school and enroll in college and they are significantly less likely to become teen parents or to be involved in the criminal justice system. (Barr and Gibbs, 2017)

Photos by William Plowman
Citations

Aikens, N., Kopack Klein, A., Tarullo, L. & W est, J. (2013). Getting Ready for Kindergarten: Children's Progress During Head Start. FACES 2009 Report. OPRE Report 2013-21a. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. ( link)

Anderson, K.H., Foster, J.E., & Frisvold, D.E. (2010). Investing in Health: the Long-term Impact of Head Start on Smoking. Economic Inquiry, 48(3), 587-602. ( link)

Barr, A. and C. R. Gibbs. (2017) Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood. ( link)

Bauer, L. and D. W. Schanzenbach. (2016) The Long-Term Impact of the Head Start Program. The Hamilton Project, the Brookings Institution. ( link)

Bloom, H. S. and Weiland, C., Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study (March 31, 2015). ( link)

Connolly, F., and Olson, L.S. (2012). Early elementary performance and attendance in Baltimore City Schools' pre-kindergarten and kindergarten. ( link)

Deming, D. (2009). Early Childhood Intervention and Life-Cycle Skill Development: Evidence from Head Start. American Economic Journal: Applied Economics, 1:3, 111-134. ( link)

Garces, E., D. Thomas, and J. Currie. (2002). Longer-Term Effects of Head Start. American Economic Review, 92(4): 999-1012. ( link)

Garcia, J.L., J.J. Heckman, D.E. Leaf, and M.J. Prados (2016). The Life-cycle Benefits of an Influential Early Childhood Program. Human Capital and Economic Opportunity Global Working Group, University of Chicago. Chicago, IL. (2016-035). ( link)

Gelber, A, and A. Isen. National Bureau of Economic Research. (2011, December). Children's Schooling and Parents' Behavior: Evidence from the Head Start Impact Study (Working Paper No. 17704). Cambridge, MA: ( link)

Green, B.L., Ayoub, C., Bartlett, J.D., Von Ende, A., Furrer, C., Chazan-Cohen, R., Vallotton, C. & Klevens, J. (2014) The Effect of Early Head Start on Child Welfare System Involvement: A First Look at Longitudinal Child Maltreatment Outcomes, Children and Youth Services Review. ( link)

Greenberg, M. & Domitrovich, C. (2011). The Harrisburg Preschool Program Evaluation: Final Report. University Park, PA: Pennsylvania State University, Prevention Research Center. ( link)

Johnson, R.C. (2010). The Health Returns of Education Policies from Preschool to High School and Beyond. American Economic Review: Papers & Proceedings, 188-194. ( link)

Johnson, R.C. (2011). School-quality and the long-run effects of Head Start; Unpublished paper. ( link)

Karoly, L. A. and A. Auger. Informing Investments in Preschool Quality and Access in Cincinnati: Evidence of Impacts and Economic Returns from National, State, and Local Preschool Programs. Santa Monica, CA: RAND Corporation, 2016. ( link)

Klein, S., Fries, L., and Emmons M.M., Early care and education arrangements and young children's risk of foster placement: Findings from a National Child Welfare Sample, Children and Youth Services Review (2017) ( link)

Lipscomb, S.T., Pratt, M.E., Schmitt, S.A., Pears, K.C., and Kim, H.K. (2013). School readiness is children living in non-parental care: Impacts of Head Start. Journal of Applied Developmental Psychology, 31 (1), 28-37. ( link)

Lee, R., Zhai, F., Brooks-Gunn, J., Han, W.-J., & Waldfogel, J. (2013). Head Start and Children's Nutrition, Weight, and Health Care Receipt. Early Childhood Research Quarterly, 28(4) ( link)

Love, J. M., Kisker, E. E., Ross, C. M., Schochet, P. Z., Brooks-Gunn, J., Paulsell, D., Boller, K., Constantine, J., Vogel, C., Sidle Fuligni, A., Brady-Smith, C. (2002). Making a difference in the lives of infants and toddlers and their families: The impacts of early Head Start. Volumes I-III: Final technical report and appendixes and local contributions to understanding the programs and their impacts. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. ( link)

Ludwig, J. and Miller, D. (2007). Does Head Start improve children's life chances? Evidence from a regression discontinuity design. The Quarterly Journal of Economics, 122, 159-208. ( link)

Lumeng, J., Kaciroti, N., Sutrza, J., Krusky, A.M., Miller, A. L., Peterson, K. E., Lipton, R., & Reischl, T.M. (2015). Changes in Body Mass Index Associated with Head Start Participation. Pediatrics, 135(2): 1-8. ( link)

Phillips, D., W. Gormley, & S. Anderson. (2016). The Effects of Tulsa's CAP Head Start Program on Middle-School Academic Outcomes and Progress. Developmental Psychology, 52, 1247-1261. ( link)

Sabol, T.J. and Chase-Lansdale, P.L. (2014). The Influence of Low-Income Children's Participation in Head Start on Their Parents' Education and Employment. Journal of Policy Analysis and Management. doi: 10.1002/pam.21799 ( link)

U.S. Department of Health and Human Services, Administration for Children and Families. (2010). Head Start Impact Study: Final Report. Washington, DC. ( link)

Vogel, C.A., Xue, Y., Moiduddin, E.M., Kisker, E.E., & Carlson, B.L. (2010). Early Head Start Children in Grade 5: Long-Term Follow-Up of the Early Head Start Research and Evaluation Study Sample. OPRE Report # 2011-8, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. ( link)

Zhai, F., Brooks-Gunn, J., & Waldfogel, J. (2011). Head Start and urban children's school readiness: A birth cohort study in 18 cities. Developmental Psychology, 47, 134-152. ( link)

Zhao, H. & Modarresi, S. (2010). Evaluating Lasting Effects of Full-day Prekindergarten Program on School Readiness, Academic Performance and Special Education Services. Office of Shared Accountability of Montgomery County Public Schools. ( link)

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Interested in sharing this content? NHSA has prepared one-page handouts on Head Start's impacts on health outcomes, immediate impacts, and long-term outcomes. Plus, evidence from the impact study! Children that participate in Head Start programs receive innumerable benefits. These advantages appear immediately, last a lifetime, and even have an effect on other generations.

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Head Start Earns an F: No Lasting Impact for Children by First Grade - By: Dan Lips and David Muhlhausen from The Heritage Foundation
Recently released results from the Head Start Impact Study indicate that the benefits of participating in Head Start almost completely disappear by first grade. While other studies have previously assessed Head Start's effectiveness, this is the only study that used a rigorous experimental design. Given this strongly negative evaluation, Congress should reconsider spending more than $9 billion per year on a program that produces few positive lasting effects. Furthermore, instead of creating yet another new federal preschool program at a cost of $8 billion, Congress and the Obama Administration should focus on terminating, consolidating, and reforming existing preschool and child care programs to better serve children's needs and to improve efficiency for taxpayers.

https://www.heritage.org/education/report/head-start-earns-f-no-lasting-impact-children-first-grade

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The Long Term Impact of The Head Start Program -

The article explained how the researchers went about getting the participants for the research. The researchers looked at if there was a high rate of children that went on to graduate high school and that went on to obtain a degree from college. The researcher also looked at siblings that went to Head Start and the other child that didn't go to Head Start. They looked at impact of Head Start on Self-control and Self-esteem, and impact of Head Start on positive parenting.

The studies found the Head Start children go on the graduate high school, attend college and receive a degree or such. African American participants have positive parenting and self –control and all increased positive parenting skills.  The parents invest more time in their children’s lives when their children are in the program by finding this out the parents report to the teachers what they are doing at home.

https://www.brookings.edu/research/the-long-term-impact-of-the-head-start-program/

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This link is to the U.S. Department of Health & Human Services, Office of Head Start.  It contains information about Head Start and a video of its history.
Head Start is a government program that was created in an effort to break the cycle of poverty.  In 1965, research showed the effects of poverty and its impact on education. It was determined that the government needed to intervene in an attempt to minimize the inequality that disadvantaged groups faced.  Head Start was created under Lyndon B. Johnson to help children of low-income families meet their health, nutritional and educational needs while also assisting their families by providing resources and support.

https://www.acf.hhs.gov/ohs/about/history-of-head-start

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This article is about Urie Bronfenbrenner and his work.
It is a link to an entire magazine, Human Ecology, so you have to turn to the article about him titled, "Into the Woods." The author is Sharon Tregaskis.

Bronfenbrenner created the ecological systems theory, which recognized the impacts that family, community, and society have on a child's development.   He explored how poverty and its associated chaos had negative impacts on children's outcomes.  He was included on a panel of experts that the government assembled about poverty which eventually led to the development of Head Start.  Bronfenbrenner felt it was a responsibility of researchers to make an impact on society with their findings and shape policy, especially when it impacted children.
http://issuu.com/humec_comm/docs/hemag_spring2015?e=5110236/5957654#222222

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The Politics of Head Start, the Most Popular Survivor of the War on Poverty. By Grace Lee of Claremont McKenna College. This senior thesis is a very interesting read. The paper goes through the history of the Head start program, where it came from and who supported it. It covers the differing views on Head Start and the apparent lack of desire to improve the Head Start Program. I thought that the paper did very well at explaining the pros and cons of Head Start in a diplomatic fashion. I think this paper takes a cautionary stance on Head Start, not really for or against it. At the end of the paper the author suggests that spending to Head Start will remain stagnate at the moment. The author states the problem as there aren’t enough positive results for some to continue funding but for others there hasn’t been enough funding provided to provide a proper outcome.    http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=2521&context=cmc_theses                                                         - submitted by: Julianne Van Kley 

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The Politics of Head Start, the Most Popular Survivor of the War on Poverty. By Grace Lee of Claremont McKenna College. This senior thesis is a very interesting read. The paper goes through the history of the Head start program, where it came from and who supported it. It covers the differing views on Head Start and the apparent lack of desire to improve the Head Start Program. I thought that the paper did very well at explaining the pros and cons of Head Start in a diplomatic fashion. I think this paper takes a cautionary stance on Head Start, not really for or against it. At the end of the paper the author suggests that spending to Head Start will remain stagnate at the moment. The author states the problem as there aren’t enough positive results for some to continue funding but for others there hasn’t been enough funding provided to provide a proper outcome.    http://scholarship.claremont.edu/cgi/viewcontent.cgi?article=2521&context=cmc_theses                                                         - submitted by: Julianne Van Kley 

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(questionable)

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Head Start Impact Evaluation Report Finally Released. By: Lindsey Burke and David Muhlhaussen. This report focuses on the Head Start impact Study that followed the children’s performance through third grade. The article reported that Head Start showed no differences by third grade. The article discussed how the study measured different areas of development between a control group and a cohort in the Head Start system. The article reported that between parents and teachers in the cohort there was not enough of an improvement and many times no statistical improvement for those in the Head Start program.  The article takes the position that because there is no measurable improvement, the Head Start program should be discontinued. The reasoning also comes from the debt that the program puts on the taxpayers, over $180 billion. The article makes the point that Head Start has been going for over 48 years and has no measurable difference the children in it. - Submitted by Julianne Van Kley 

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Head Start Impact Evaluation Report Finally Released. By: Lindsey Burke and David Muhlhaussen. This report focuses on the Head Start impact Study that followed the children’s performance through third grade. The article reported that Head Start showed no differences by third grade. The article discussed how the study measured different areas of development between a control group and a cohort in the Head Start system. The article reported that between parents and teachers in the cohort there was not enough of an improvement and many times no statistical improvement for those in the Head Start program.  The article takes the position that because there is no measurable improvement, the Head Start program should be discontinued. The reasoning also comes from the debt that the program puts on the taxpayers, over $180 billion. The article makes the point that Head Start has been going for over 48 years and has no measurable difference the children in it. - Submitted by Julianne Van Kley 

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(against Head Start)
https://www.heritage.org/education/report/head-start-impact-evaluation-report-finally-released

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Focusing on Families: A Two-Generation Model for Reducing Parent’s Stress and Boosting Preschoolers’ Self-regulation and Attention. By: Pakulak, Gomsrud, Reynolds, Bell, Giuliano, Karns, Longoria, O’Neil, Santillan, and Neville. This was a two-part article. The first part of the article dealt with reducing parental stress and helping children’s self-regulation. The second part listed ideas from an experienced teacher on practical ways to help children. The article focused on using a two-generation model to help families. First the article defined stress and the effects it has. It offered strategies to help children deal with stress. The article offered suggestion on ways to help parents gain the skills to successfully support their children as they develop. I found the article to be very helpful and informative. It offered a positive look at a Head Start in Oregon. It also showed how that center positively helped their community by helping the families in their center. 

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Focusing on Families: A Two-Generation Model for Reducing Parent’s Stress and Boosting Preschoolers’ Self-regulation and Attention. By: Pakulak, Gomsrud, Reynolds, Bell, Giuliano, Karns, Longoria, O’Neil, Santillan, and Neville. This was a two-part article. The first part of the article dealt with reducing parental stress and helping children’s self-regulation. The second part listed ideas from an experienced teacher on practical ways to help children. The article focused on using a two-generation model to help families. First the article defined stress and the effects it has. It offered strategies to help children deal with stress. The article offered suggestion on ways to help parents gain the skills to successfully support their children as they develop. I found the article to be very helpful and informative. It offered a positive look at a Head Start in Oregon. It also showed how that center positively helped their community by helping the families in their center. 

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- Submitted by Julianne Van Kley
(positive)
https://www.naeyc.org/resources/pubs/yc/may2017/two-generation-model-reducing-stress

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Does Head Start differentially benefit children with risks targeted by the program’s service model? By: Elizabeth B. Miller, George Farkes, and Greg J. Duncan. This article is focused on the impact that Head Start has on children after they complete the program. The study was from January 2017.  The article was the first one to take information from Head Start’s many different service areas and measure how they helped children with varying risk backgrounds. The study found that much like the bioecological theory of Bronfenbrenner and Morris, the study showed that the types of services the child received and the environment the child grew up in impacted the final outcome. It seemed from the article that overall Head Start was helping on a standardized testing; the academic scores for children who had attended Head Start improved. However, individually on a behavioral level Head Start did not help children or families improve the child’s behavior consistently. - Submitted by Julianne Van Kley 

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Does Head Start differentially benefit children with risks targeted by the program’s service model? By: Elizabeth B. Miller, George Farkes, and Greg J. Duncan. This article is focused on the impact that Head Start has on children after they complete the program. The study was from January 2017.  The article was the first one to take information from Head Start’s many different service areas and measure how they helped children with varying risk backgrounds. The study found that much like the bioecological theory of Bronfenbrenner and Morris, the study showed that the types of services the child received and the environment the child grew up in impacted the final outcome. It seemed from the article that overall Head Start was helping on a standardized testing; the academic scores for children who had attended Head Start improved. However, individually on a behavioral level Head Start did not help children or families improve the child’s behavior consistently. - Submitted by Julianne Van Kley 

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(questionable)
file:///C:/Users/vankl/OneDrive/Documents/2018/head%20start%20stuff%201.pdf

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Bitler, M., Hoynes, H., & Domina, T. (2018). Head Start Programs Have Significant Benefits for Children at the Bottom of the Skill Distribution. Policy Brief, Center for Poverty Research,6(1). Retrieved from https://poverty.ucdavis.edu/sites/main/files/file-attachments/6_01_bitler_head_start_2.pdf.

The authors studied the effect of Head Start on children’s cognitive, social and emotional outcomes.  They used a sample of children with different skills prior to enrollment and from different demographic  groups.  They determined that Head Start participation improved school readiness. Also, children with the least amount of school skills starting the program gained the most.  However, the effects did not last through elementary school.

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Zhai, F., Brooks-Gunn, J., & Waldfogel, J. (2011). Head Start and Urban Children's School Readiness: A Birth Cohort Study in 18 Cities. Developmental Psychology,47(1), 134-152. doi:10.1037/a0020784

The authors analyzed cognitive development, social competence, and attention and behavior problems of children to determine if Head Start improved school readiness.   The authors point out that some studies that show no value to Head Start might have a built in bias because the children that the program serves are disadvantaged. So instead of comparing the outcomes of Head Start participants with those of nonparticipants, they compared outcomes of low-income families that did or did not participate in Head Start. The authors determined that children who attended Head Start had improved cognitive ability and social competence and less attention problems in elementary school.

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Barr, A., & Gibbs, C. R. (2017). Breaking the Cycle? Intergenerational Effects of an Anti-Poverty Program in Early Childhood.

The authors focused their study on second generation of Head Start participants because their outcomes would better indicate if Head Start impacted the cycle of poverty.  They conclude that Head Start has long-term benefits for children and families, including less teen pregnancies and crime, and higher educational attainment.

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Kathleen Gallina  (Head Start has questionable benefits)

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Kathleen Gallina  (Head Start has questionable benefits)

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(The Head Start Study points out some areas where the program seems to have no lasting benefit)

--U.S. Department of Health and Human Services, Administration for Children and Families (January 2010). Head Start Impact Study. Final Report. Washington, DC.

For 3 and 4-year-olds that completed Head Start, there were no lasting benefits in the cognitive domain at the end of kindergarten. No significant impacts were found for language, literacy, or math measures at the end of kindergarten or at the end of 1st grade.  Actually, Kindergarten teachers assessed Head Start children’s math ability as lower than average and have significantly less letter identification.

There were no significant differences between the Head Start group and the control group on any measures of social-emotional development during the Head Start year or during kindergarten.

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Kathleen Gallina (Head Start has questionable benefits)

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Kathleen Gallina (Head Start has questionable benefits)

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Kay, N., & Pennucci, A. (2014). Early childhood education for low-income students: A review of the evidence and benefit cost analysis (Doc. No. 14-01-2201). Olympia: Washington State Institute for Public Policy

The authors reviewed studies to determine whether early childhood education improved outcomes for low-income children and if programs were worth the cost. They determined that early childhood education improved outcomes for low-income children and benefits probably outweigh the cost. The authors found that state pre-K programs outperform Head Start.

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Kathleen Gallina (Head Start has questionable benefits)

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Kathleen Gallina (Head Start has questionable benefits)

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Ludwig, J., & Phillips, D. A. (2008). Long-Term Effects of Head Start on Low-Income Children. Annals of the New York Academy of Sciences,1136(1), 257-268. doi:10.1196/annals.1425.005

The writers of the article submit Head Start to a benefit-cost test.  Head Start costs about $9,000 per participating child, paid for by federal, state, and local funds.  Available evidence indicates that the Head Start probably passes a benefit–cost test, but it is not clear.  The impact of Head Start on children depends on the quality of the program as compared to the environments that low-income children would otherwise be experiencing.  With such subjective variables, it is hard to determine a clear answer on the program’s effectiveness.

The authors offer several suggestions to improve Head Start.  First, there could be even more cost-effective ways of deploying Head Start resources.  The program could focus on academics alone, rather than including the health and social services side. Teachers could be required to have a four year college degree.  Head start could also be restructured to be more like successful state pre-K programs.  However, the authors point out that there is no way of knowing if changes would create more harm than good.

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"The Relationship Between Vocabulary and Word Reading AmongHead Start Spanish–English Bilingual Children"

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"The Relationship Between Vocabulary and Word Reading AmongHead Start Spanish–English Bilingual Children"

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(Submission by : R. Klein)
https://link-springer-com.proxy.bsu.edu/content/pdf/10.1007%2Fs10643-015-0764-8.pdf
“The Relationship Between Vocabulary and Word Reading Among Head Start Spanish–English Bilingual Children”

Jing Zhao1 • L. Quentin Dixon2 • Blanca Quiroz3 • Si Chen4

This journal article shares how Spanish–English bilingual children’s vocabulary development during their Head Start year by explaining the relationship between vocabulary and reading, concurrently and longitudinally, partitioning the unique and shared variance in reading accounted for by vocabulary, and examining the role of phonological awareness in the relationship between vocabulary and word reading. The findings demonstrate how Head Start is an important service for children in providing a foundation on which later school success may be determined. “English-language learners (ELLs) constitute the fastest growing group of PK-12 students in the United States (US). In 2012–2013, ELLs comprised 9.2 % of all students, with the most being Spanish-speaking students (Kena et al. 2015). The challenge of educating these students successfully should be of great concern to every educator and teacher as they deal with rapidly increasing numbers of language minority students in schools nationwide” (pg. 27). The findings indicate that children should receive culturally appropriate assessment and support for growth early literacy skills, which are most important to later literacy development.

Zhao, J., Dixon, L. Q., Quiroz, B., & Chen, S. (2017). The Relationship between Vocabulary and Word Reading among Head Start Spanish-English Bilingual Children. Early Childhood Education Journal, 45(1), 27-34.
Note: This article shows a positive outcome of the Head Start Program. First, it demonstrates the studies that are able to be conducted through the program, and second, it shows that the Head Start intervention environment is working toward supporting children in using developmentally appropriate practice addressing the cultural diversity and context of children’s lives.

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"Head Start: Criticisms in a Constructive Context"

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"Head Start: Criticisms in a Constructive Context"

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(Submission by Leah Johnson)

This article was written in 1994 by two members of the department of psychology at Yale University. While it addresses the fact that, “Head Start has come to be regarded as a sound investment, a cost-effective means of reducing school and social failure among children in poverty”. Public criticisms are the major topic of the article.

Issues with providing quality care, such as trained teachers, low family involvement, and even health services not being adequately provided make the list. The article goes on to discuss the importance of early intervention services and the fact that research on the benefits is outdated. This article is over 20 years old.

Zigler E, Styfco S. Head Start: Criticisms in a constructive context. American Psychologist [serial online]. February 1994;49(2):127-132. Available from: PsycARTICLES, Ipswich, MA. Accessed July 2, 2018.

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"Criticism Over New Head Start Testing Program Mounts"

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"Criticism Over New Head Start Testing Program Mounts"

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(Submission by Leah Johnson)

The Head Start program being rated effective or ineffective, by a test called the National Reporting System is discussed. “It is intended to help officials better determine how children are progressing, to improve teacher training and technical assistance, and to be used in monitoring local Head Start grantees”. The article is over 10 years old.

Criticism Over New Head Start Testing Program Mounts. (2004, January 14). Education Week, 23(18), 10. Retrieved
from http://link.galegroup.com.proxy.bsu.edu/apps/doc/A215120610/BIC?u=munc80314&sid=BIC&xid=54f868ac

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"Who benefits from Head Start? Kids who attend — and their kids, too"

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"Who benefits from Head Start? Kids who attend — and their kids, too"

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(Submission by Leah Johnson)
Supporting HS

The link to this article was found on the NAEYC website. The article discusses generational poverty and ways that Head Start is helping families to break poverty cycle. The information provided is based on “A new study of Head Start…(that) found that the children of kids who participated (in HS) were substantially more likely to graduate high school and attend college, and less likely to commit crime and become a teen parent”.

Individuals who attended the program when it was first started in 1960’s were  studied and compared to individuals who lived in the same areas but did not attend the Head Start program. Ideally, investing in high-risk and low income children when they are young, pays off in the future by helping them obtain more education than their parents and grandparents. Thus, helping them to get more education, better jobs, more opportunities, and better life skills.

https://www.chalkbeat.org/posts/us/2017/09/19/who-benefits-from-head-start-kids-who-attend-and-their-kids-too/

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(Submission by Leah Johnson)
Supporting HS

Written just under two years ago, the zero to three agency posted an article in support of Early Head Start (EHS) on their website. The article discusses science and research to back up their claim that from birth through 36 months, “the brain undergoes its most dramatic development”. Head Start provides prenatal and early childhood education and intervention services to low-income families who have at-risk children to ensure children receive quality interactions and experiences as well as referrals for services when necessary.

The results and information discussed come from the Early Head Start Research and Evaluation Project an evaluation designed to find out if Head Start was beneficial to children of low income households. Through the article we learn that children who have participated in EHS program have shown positive impacts up to 2 years after they completed the program. Many benefits to the EHS program are listed; including ways Intellectual, social, & Emotional Development are enhanced, follow up results of preschoolers who were enrolled in EHS programs, and positive impacts of EHS on parents and families.

https://www.zerotothree.org/resources/477-early-head-start-works

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“Teacher-Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start” 

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“Teacher-Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start” 

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(Submission by R. Klein)

Teacher-Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start”

Early Education and Development, v27 n6 p751-769 2016. 19 pp.

By: Choi, Ji Young; Castle, Sherri; Williamson, Amy C.; Young, Emisha; Worley, Lauren; Long, Melissa; Horm, Diane M.

http://dx.doi.org.proxy.bsu.edu/10.1080/10409289.2016.1129864

Summary:

This journal article shares the study of how emotionally supportive and well-organized classroom, with teachers that practice high quality teacher-child interactions, affects the Inhibitory Control (IC) skills of children. According to the article, IC development is linked to theory of mind and academic achievement. The study discussed in this article includes data collected from Early Head Start classrooms of children’s growth in IC skills over a six-month period.  Students that need extra support for self-regulation seemed to benefit the most from the Head Start environment created by educators. The article shares, “High-quality preschool settings are important contexts for early learning and development, especially for children at risk because of poor competencies and family risk factors” (pg. 766).

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(Submission by R Klein)

“Is Head Start a Failure?”

By: Lillian Mongeau

In this article, Lillian Mongeau looks at the original statement, made by Lyndon B. Johnson, “This program this year means that 30 million man-years — the combined life span of these youngsters — will be spent productively and rewardingly, rather than wasted in tax-supported institutions or in welfare-supported lethargy” (para 3).  As shared in the article, a Head Start in Portland, Oregon seems to reflect the characteristics of the program that Johnson envisioned.

The building is clean and bright, student art covers the walls, teachers with a solid background in early education lead small classrooms of 3- and 4-year-olds in daily half-day programs. All of the primary federal requirements have been accounted for: medical check-ups, eye and dental screenings, a nutritious lunch, a parent council. They also have family case workers who help adults access services for which they’re eligible and set goals to help them move into steadier, better paying work (para. 7).

However, if this program was on supported by the federal funds, it could not maintain the standards that make it successful.  The Head Start Program is described as life-changing, but there seems to be little evidence supporting the degree of positive effects it makes on children into adulthood.  “And lacking hard numbers, political thinking as to whether or not children’s futures could be affected positively by Head Start has vacillated between certainty and skepticism” (para.14). Since the original article, three studies have produced evidence that shows several positive outcomes for students that are enrolled in the program.  However, Funds are seen as what impedes the programs ability to serve many eligible children. Some researchers are still uncertain if studies produce enough extensive results to support such hefty funding.

https://hechingerreport.org/is-head-start-a-failure/

About Hechinger Report: We cover inequality and innovation in education with in-depth journalism that uses research, data and stories from classrooms and campuses to show the public how education can be improved and why it matters.

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(submission by R.Klein)

“How to Fix Head Start”
by Robert Gordon and Sara Mead

Monday, March 24, 2014

In this article by Gordon and Mead, the gains of reading and math by children in Head Start is said to be lacking compared to the gains in reading and math by state preschool programs, such as High Scope.  The deficit in the Head Start Program is seen, by Gordon, to be that: there are too many “nit-picky” rules; providing information to families doesn’t really make a difference; and the framework of Head Start focuses on too many domains and subdomains.  The article states, “Within that broad mandate, Head Start asks for progress in everything.  In the process, it can end up limiting excellence in anything” (para. 8). However, the article notes that the program does make a positive difference in the lives of children and should not be eliminated. Rather, it should be adjusted, or “fixed”. Some of the suggestions are that Head Start managers should know the critical goals that they are trying to accomplish.  Also included is a suggestion for adjusting the measures to focus on fewer more important areas of development. Gordon states, “Instead of the tiresome debate over “whether Head Start works,” we’d get more insight into when and how Head Start works best” (para.12)

(https://www.brookings.edu/opinions/how-to-fix-head-start/)