Effects of Head Start REDI on Children's Outcomes 1 Year Later in Different Kindergarten Contexts

One year after participating in the Research‐based, Developmentally Informed (REDI) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M_age = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school‐level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem‐solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.     

Promoting Academic and Social‐Emotional School Readiness: The Head Start REDI Program

Forty‐four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI—Research‐based, Developmentally Informed) or “usual practice” conditions. The intervention involved brief lessons, “hands‐on” extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social‐emotional competencies and (b) language development and emergent literacy skills. Take‐home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty‐six 4‐year‐old children tracked their progress over the course of the 1‐year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.     

Are Head Start Effects Sustained? A Longitudinal Follow-up Comparison of Disadvantaged Children Attending Head Start, No Preschool, and Other Preschool Programs

This study investigates the sustained effects into kindergarten and grade 1 of Project Head Start for disadvantaged black children. Participation in generic Head Start programs was compared to both no preschool and other preschool experience for disadvantaged children in two American cities in 1969-1970. Incorporating both pretest/posttest and comparison group information, the study has advantages over other Head Start impact studies. Both preprogram background and cognitive differences were controlled in a covariance analysis design, using dependent measures in the cognitive, verbal, and social domains. Children who attended Head Start maintained educationally substantive gains in general cognitive/analytic ability, especially when compared to children without preschool experience. These effects were not as large as those found immediately following the Head Start intervention. Findings suggest an effect of preschool rather than of Head Start per se. Initial findings of greater effectiveness of Head Start for children of below average initial ability were reduced but not reversed. The diminution of effects over time, especially for low-ability children, may reflect differences in quality of subsequent schooling or home environment.     

Coordination between Head Start and Elementary Schools to Enhance Children’s Kindergarten Success

ABSTRACT

Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children’s transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through kindergarten. Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools around the transition to kindergarten. Results of lagged OLS regression analyzes found that coordination efforts were significantly related to children’s language and mathematics skills in kindergarten for children attending elementary schools engaging in limited school transition practices to support school entry, suggesting that coordination practices initiated by preschools may play a compensatory role for children. In addition, results suggest that direct meetings between Head Start and kindergarten teachers are predictive of higher language skills in kindergarten. Policy or Practice: Efforts by Head Start programs to coordinate with elementary schools may be particularly important for children’s academic skills when their elementary schools are less engaged in transition practices. In addition, meeting in person and having a key person responsible for the kindergarten transition may be key ingredients to coordination that yields better outcomes for children.     

Multigenerational Head Start Participation: An Unexpected Marker of Progress

One‐quarter of the Head Start population has a mother who participated in the program as a child. This study uses experimental Head Start Impact Study (HSIS) data on 3‐ and 4‐year‐olds (N = 2,849) to describe multigenerational Head Start families and their program experiences. In sharp contrast to full‐sample HSIS findings, Head Start has large, positive impacts on cognitive and socioemotional development through third grade among the children of former participant mothers, including improved mathematics skills and reductions in withdrawn and aggressive behavior. Evidence suggests that differences in program impacts between single‐ and multigenerational Head Start families are driven largely by differences in family resources and home learning environments.     

Are two years better than one year? A propensity score analysis of the impact of Head Start program duration on children's school performance in kindergarten

Using data from a nationally representative sample, this study examined Head Start children's school outcome differences by the end of Kindergarten between children who attended Head Start program for two years and the ones who attended for one year. Propensity scores were used to match children who experienced different durations of the program on a series of demographic characteristics in order to achieve a precise estimation of the effects of program duration. The results showed that in comparison to a demographically comparable group of children who attended the Head Start program for one year, the children who experienced two years of intervention services had statistically significantly higher performance on all six academic and social outcome measures by the end of Kindergarten, which included PPVT, Woodcock–Johnson Reading Skills, Woodcock–Johnson Math Reasoning Skills, teacher-reported composite academic skills, preschool learning behaviors, and social skills. Policy and practice implications are discussed.     

Who Benefits Most From Head Start? Using Latent Class Moderation to Examine Differential Treatment Effects

Head Start (HS) is the largest federally funded preschool program for disadvantaged children. Research has shown relatively small impacts on cognitive and social skills; therefore, some have questioned its effectiveness. Using data from the Head Start Impact Study (3‐year‐old cohort; N = 2,449), latent class analysis was used to (a) identify subgroups of children defined by baseline characteristics of their home environment and caregiver and (b) test whether the effects of HS on cognitive, and behavioral and relationship skills over 2 years differed across subgroups. The results suggest that the effectiveness of HS varies quite substantially. For some children there appears to be a significant, and in some cases, long‐term, positive impact. For others there is little to no effect.     

Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade

Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.     

How African American Mothers from Urban,Low-Income Backgrounds Support Their Children’s Kindergarten Transition: Qualitative Findings

The transition to kindergarten is a critical milestone in children’s lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children’s adjustment to kindergarten. In particular, children growing up in families from urban, low-income African American backgrounds are at heighted risk for negative academic, cognitive, and socio-emotional outcomes as they transition to kindergarten. Relatively little inductive research exists on the kindergarten transition of this population and how families from urban, low-income African backgrounds positively support their children’s kindergarten adjustment. However, researchers using qualitative methods are increasingly examining the first-hand experiences of families from urban, low-income African American backgrounds to better understand family beliefs and practices that promote children’s successful kindergarten transition. Contributing to this gap in the literature, we utilized qualitative interviews informed by resilience theory to explore how 20 mothers from urban, low-income African American backgrounds facilitated their Head Start preschoolers’ transition to kindergarten. We found that, despite possessing parental/family risk factors associated with ineffective kindergarten transitions, mothers monitored and assessed their children’s academic and socio-emotional school readiness abilities, promoting readiness competencies while addressing readiness weaknesses. One of the ways that mothers supported children’s transition readiness was through one-on-one conversations with preschoolers. Our findings provide recommendations for effective home–school collaborations that support children’s successful kindergarten transition. Collaborating with engaged and motivated parents, Head Start can assist families and children prior to kindergarten and continue to serve as a link between families and children and elementary schools.     

Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning

Research Findings: Head Start teachers completed brief rating scales measuring the social–emotional competence and approaches to learning of preschool children (total N = 164; 14% Hispanic American, 30% African American, 56% Caucasian; 56% girls). Head Start lead and assistant teacher ratings on both scales demonstrated strong internal consistency and moderate interrater reliability. When examined longitudinally, preschool teacher–rated approaches to learning made unique contributions to the prediction of kindergarten and 1st-grade academic outcomes, need for supplemental services, and grade retention, even after we accounted for preschool academic skills. In contrast, preschool teacher–rated social–emotional competence made unique contributions to the prediction of reduced behavior problems and peer difficulties in kindergarten and 1st grade. Practice or Policy: The findings demonstrate that preschool teachers are able to provide distinct and reliable ratings of child social–emotional competence and approaches to learning using brief rating scales, with validity for predicting elementary school adjustment.     

School Absenteeism through the Transition to Kindergarten

ABSTRACT

Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States.     

Characterizing disability in Head Start programs: Not so clearcut

Head Start programs are required to set aside at least 10% of program slots for children with disabilities, but the percentage of children with disabilities served varies depending on the criteria used and source of the information. This study used the Head Start Family and Child Experiences Survey (FACES) 2000 data for a nationally representative sample to identify subgroups of children meeting three different criteria for having a disability or developmental delay. Results indicated that about one-third of children in Head Start (33%) met one or more of the criteria for a disability or delay, about one-third of those children (33%) met criteria for two or for all three of the subgroups. However, only 8% of children in Head Start had an Individualized Education Program (IEP). Children with disabilities or delays, regardless of the subgroup criteria used, had higher levels of many other risk factors associated with poor developmental and school readiness outcomes. They also exhibited poorer performance on early literacy, social, and behavioral measures both at entry into Head Start and at the end of kindergarten compared with children not in each of those subgroups. Implications of the findings for screening and assessment, serving children in Head Start programs, and the need for linkages between Head Start programs and the preschool special education system are discussed.     

An Experimental Validation of a Preschool Emergent Literacy Curriculum

The purpose of this study was to evaluate the effectiveness of a preschool emergent literacy enrichment curriculum. Participants were 126 Head Start children, their teachers, and their parents. Matched centers were assigned to 1 of 3 conditions: experimental literacy, experimental math, or control. Teachers in both experimental groups implemented either literacy or math instruction in small groups on a daily basis, and parents and children completed supplementary learning activities at home. The control classroom implemented the ongoing Head Start curriculum. Children in the literacy condition showed the largest gains in phonemic awareness and emergent writing skills; they also made greater gains on emergent reading than did children in the math condition. There were no group differences on expressive vocabulary. Results are discussed in terms of curriculum design and practical issues involved in supporting preschools in the implementation of research-based instructional programs.     

An Experimental Validation of a Preschool Emergent Literacy Curriculum

The purpose of this study was to evaluate the effectiveness of a preschool emergent literacy enrichment curriculum. Participants were 126 Head Start children, their teachers, and their parents. Matched centers were assigned to 1 of 3 conditions: experimental literacy, experimental math, or control. Teachers in both experimental groups implemented either literacy or math instruction in small groups on a daily basis, and parents and children completed supplementary learning activities at home. The control classroom implemented the ongoing Head Start curriculum. Children in the literacy condition showed the largest gains in phonemic awareness and emergent writing skills; they also made greater gains on emergent reading than did children in the math condition. There were no group differences on expressive vocabulary. Results are discussed in terms of curriculum design and practical issues involved in supporting preschools in the implementation of research-based instructional programs.     

A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children

The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004.     

Changes in the Social Skills and Behavior Problems of Homeless and Housed Children During the Preschool Year

This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.     

Changes in the Social Skills and Behavior Problems of Homeless and Housed Children During the Preschool Year

This study examined the social competence and mental health of homeless and permanently housed preschool children enrolled in the Head Start program. Mothers and Head Start teachers rated the social skills and behavior problems of 38 homeless and 46 housed preschoolers twice during the school year. The researchers compared the behavior of the homeless and housed preschoolers soon after they entered Head Start, as well as changes in children's behavior six months after their initial assessment. Both parents and teachers reported that homeless children exhibited more behavioral problems than housed children at the beginning of the study, but perceived no significant differences in the two groups' social skills. Mothers reported significant declines in homeless children's compliance relative to their housed peers at the conclusion of the study, while teachers noted significant declines in homeless children's compliance and expressive skills. Both mothers and teachers reported that homeless children exhibited significantly greater increases in behavior problems than their housed peers over the study period. Findings indicate the need for Head Start and other early childhood programs to develop interventions designed to moderate the negative effect of homelessness on young children's social-emotional development.     

Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study

Children from low-income families often enter kindergarten academically behind their higher income peers. Recent findings also indicate gaps in social-emotional aspects of school readiness, raising questions about cross-domain relations. Using a subsample (N = 3,485) of 3- and 4-year-olds attending center-based programming in the Head Start Impact Study, we investigate whether improvements in children’s social competence may mediate the effect of Head Start assignment on children’s early math skills. We posit that social competence can be effectively captured via a combination of two distinct constructs: social skills when interacting with peers and teacher–child relationships. Indeed, confirmatory factor analyses revealed good fit for a measurement model of social competence using indicators of these constructs, each of which measure different, yet complementary, aspects of children’s interpersonal skills. Structural equation modeling showed that, although random assignment to Head Start did not impact early math skills or social competence in this subsample, children’s social competence was positively related to math achievement during the preschool year. Taken together, results suggest that preschoolers’ relationships with others – effectively interacting with both peers and teachers in classroom settings – positively predicts math skills. Findings can guide curricular decision-making and time allocation, particularly in preschools serving children from low-income families.     

Theories of change and outcomes in home-based Early Head Start programs

Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs.