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Does adding parent education and workforce training to Head Start promote or interfere with children's development?

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The CareerAdvance program, combining parent education with Head Start, showed no significant difference in child development compared to Head Start alone. Children's outcomes remained stable whether parents pursued education or not.

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Area of Science:

  • Early Childhood Education
  • Developmental Psychology
  • Socioeconomic Interventions

Background:

  • Two-generation programs aim to improve outcomes for both parents and children.
  • The CareerAdvance program integrates healthcare education for parents with Head Start for children.
  • Limited research exists on the long-term impacts of such integrated programs on child development.

Purpose of the Study:

  • To evaluate the effects of the CareerAdvance program on children's academic, language, mathematics, and inhibitory control skills.
  • To compare child outcomes in the CareerAdvance program with a matched comparison group receiving Head Start alone.
  • To assess developmental trajectories over a three-year period.

Main Methods:

  • Longitudinal study following 147 children in the CareerAdvance group and 139 in a comparison group.
  • Data collected in Tulsa, Oklahoma, between 2011 and 2018.
  • Analysis focused on academic, language, mathematics, and inhibitory control outcomes.

Main Results:

  • The CareerAdvance program did not yield significantly different child outcomes compared to Head Start alone.
  • Children's developmental trajectories in academic, language, math, and inhibitory control were not negatively impacted by parental participation in the program.
  • No short-term adverse effects on children's development were observed when parents engaged in educational pursuits.

Conclusions:

  • Integrated two-generation programs like CareerAdvance may not offer additional short-term benefits for child development beyond existing programs like Head Start.
  • Parental engagement in education does not appear to negatively affect children's developmental progress in the short term.
  • Further research is needed to explore potential long-term benefits or specific subgroup effects of two-generation interventions.