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Does Head Start differentially benefit children with risks targeted by the program's service model?

Elizabeth B Miller1, George Farkas1, Greg J Duncan1

  • 1University of California, Irvine, United States.

Early Childhood Research Quarterly
|September 18, 2015
PubMed
Summary
This summary is machine-generated.

Head Start positively impacts pre-academic skills and behavior for at-risk children. However, the program did not show differential benefits for targeted skills in high-risk children, with mixed behavior outcomes reported by mothers and teachers.

Keywords:
Differential effectsHead StartPolicyRisk

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Area of Science:

  • Early Childhood Education
  • Developmental Psychology
  • Educational Policy

Background:

  • Head Start is a federal program providing early childhood education to low-income children.
  • The program aims to improve pre-academic skills and social-emotional development.
  • Understanding differential impacts on at-risk populations is crucial for program effectiveness.

Purpose of the Study:

  • To examine the differential benefits of Head Start on pre-academic and behavior outcomes for at-risk children.
  • To assess impacts after one program year and after kindergarten.
  • To investigate if targeted risk factors influence program benefits.

Main Methods:

  • Utilized data from the Head Start Impact Study (N = 3540).
  • Employed residualized growth models to analyze longitudinal data.
  • Examined pre-academic skills and behavior outcomes (maternal and teacher reports).

Main Results:

  • Random assignment to Head Start showed positive main effects on pre-academic skills and behavior.
  • No differential benefits were found for pre-academic skills in children with targeted risk factors.
  • Detrimental impacts on maternal-reported behavior problems for high-risk children, but slightly positive impacts on teacher-reported behavior.

Conclusions:

  • Head Start offers general benefits but may not differentially improve targeted pre-academic skills for all at-risk children.
  • Behavioral outcomes present a complex picture, with discrepancies between maternal and teacher reports for high-risk children.
  • Findings have implications for Head Start policy and targeted service delivery for vulnerable populations.