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This study examined the effects of age and schooling on emergent literacy and early reading skills of 337 children from low-income backgrounds. Children were followed longitudinally from the end of Head Start to the end of 1st grade. A subset of the sample (n = 183) was followed through the end of 2nd grade. The oldest children in preschool and kindergarten had significantly stronger emergent literacy skills than classmates who were younger by 10 months. These differences did not translate to differences in reading skill at the end of 1st or 2nd grade. Children who began school a year earlier than same-age peers outperformed these peers on measures of both emergent literacy skills and early reading skills. The impact of a year of schooling on emergent literacy skills was 1.7 times greater than the impact of other processes associated with age. The impact of a year of schooling on early reading was 4.3 times stronger than the effect of age.

The authors examined 33 first grade teachers' beliefs about their pupils' ability, effort, and interest in different academic tasks, making friends, and sports; how much education teachers thought children could and actually would achieve; and their expectations for children's next year's grades. Eighty-three of the children were former Head Start participants, and 55 were not. Teachers' beliefs and expected grades for the children were least positive in the academic areas. Teachers thought the children were capable of achieving a significantly higher level of education than they thought children actually would achieve. Teachers' beliefs about the former Head Start and non-Head Start children were similar, but teachers' beliefs did significantly differ by the children's ethnicity. Teachers' beliefs predicted children's test performance.

The effect of Head Start programs was examined by analyzing data from the National Longitudinal Survey of Youth and the National Longitudinal Survey's Child-Mother file. The programs are federal grants which are aimed at upgrading the learning and social skills and health status of poor children. It was discovered that education gains among African-American children are rapidly lost compared to white children. All children, white or African-American, however, were able to have increased access to health care services.

Synopsis The Head Start Program measures children's heights and weights to screen for growth problems such as obesity, wasting, and short stature. At present, little public health use is made […]

Only one speech-language therapy room of ten at preschool Head Start centers met the American Speech-Language-Hearing Association's (ASHA) requirements for ambient noise levels in educational settings. Preschoolers with speech-language disorders need ideal circumstances for therapy, which may be achieved through environmental changes or assistive listening devices.

Many researchers and policymakers recognize the importance of preschool education, particularly for low-income children, and the role of state governments has become increasingly prominent in providing services. At the same time, some policy analysts have urged that Head Start should be shifted from federal to state control. Others, however, believe this is inadvisable. We sought to inform the debate over whether entrusting Head Start to the states would be a sound policy decision by examining extant state preschool programs. Our survey of 31 programs that matched our criteria suggested that state-funded initiatives vary widely in design, implementation, and quality. There are some common areas of strength and weakness: States tend to be strong in domains such as classroom quality, but are weak on providing comprehensive services. Overall, we find reason for serious concern regarding Head Start devolution from federal to state control at this time.