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Author: Mike Puma Publisher: ISBN: Category : Languages : en Pages : 32
Book Description
In the 1998 reauthorization of Head Start, Congress mandated that the US Department of Health and Human Services (DHHS) determine, on a national level, the impact of Head Start on the children it serves. As noted by the Advisory Committee on Head Start Research, this legislative mandate required that the impact study address two main research questions: (1) "What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children? What difference does Head Start make to parental practices that contribute to children's school readiness?"; and (2) "Under what circumstances does Head Start achieve the greatest impact? What works for which children? What Head Start services are most related to impact?" The "Head Start Impact Study Final Report" addressed these questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years. This "Third Grade Follow-up to the Head Start Impact Study Final Report" addresses these same questions by looking at longer-term effects through the end of 3rd grade. The study was designed to separately examine two cohorts of children, newly entering 3-and 4-year-olds. This design reflects the hypothesis that different program impacts may be associated with different age of entry into Head Start. The study showed that the two age cohorts varied in demographic characteristics. The racial/ethnic characteristics of newly entering children in the 3-year-old cohort were substantially different from the characteristics of children in the newly entering 4-year-old cohort. While the newly entering 3-year-olds were relatively evenly distributed between Black children and Hispanic children about half of newly entering 4-year-olds were Hispanic children. The ethnic difference was also reflected in the age-group differences in child and parent language. Appended are: (1) Updated Weighting and Analysis Procedures; (2) Baseline Characteristics for the 3rd Grade Analysis Sample; (3) Intent to Treat (ITT) Tables, 2002-2008; (4) Impact on the Treated (IOT) Tables, 2003-2008; and (5) Subgroup Tables, 2003-2008. (Contains 104 exhibits and 85 footnotes.) [For "Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45b. Executive Summary," see ED539263.
Author: Mike Puma Publisher: ISBN: Category : Languages : en Pages : 32
Book Description
In the 1998 reauthorization of Head Start, Congress mandated that the US Department of Health and Human Services (DHHS) determine, on a national level, the impact of Head Start on the children it serves. As noted by the Advisory Committee on Head Start Research, this legislative mandate required that the impact study address two main research questions: (1) "What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children? What difference does Head Start make to parental practices that contribute to children's school readiness?"; and (2) "Under what circumstances does Head Start achieve the greatest impact? What works for which children? What Head Start services are most related to impact?" The "Head Start Impact Study Final Report" addressed these questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and 1st grade years. This "Third Grade Follow-up to the Head Start Impact Study Final Report" addresses these same questions by looking at longer-term effects through the end of 3rd grade. The study was designed to separately examine two cohorts of children, newly entering 3-and 4-year-olds. This design reflects the hypothesis that different program impacts may be associated with different age of entry into Head Start. The study showed that the two age cohorts varied in demographic characteristics. The racial/ethnic characteristics of newly entering children in the 3-year-old cohort were substantially different from the characteristics of children in the newly entering 4-year-old cohort. While the newly entering 3-year-olds were relatively evenly distributed between Black children and Hispanic children about half of newly entering 4-year-olds were Hispanic children. The ethnic difference was also reflected in the age-group differences in child and parent language. Appended are: (1) Updated Weighting and Analysis Procedures; (2) Baseline Characteristics for the 3rd Grade Analysis Sample; (3) Intent to Treat (ITT) Tables, 2002-2008; (4) Impact on the Treated (IOT) Tables, 2003-2008; and (5) Subgroup Tables, 2003-2008. (Contains 104 exhibits and 85 footnotes.) [For "Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45b. Executive Summary," see ED539263.
Author: Michael J. Puma Publisher: Nova Novinka ISBN: Category : Education Languages : en Pages : 314
Book Description
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
Author: R. Shep Melnick Publisher: Brookings Institution Press ISBN: 0815732406 Category : Education Languages : en Pages : 337
Book Description
One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
Author: National Research Council Publisher: National Academies Press ISBN: 0309324882 Category : Social Science Languages : en Pages : 587
Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Lindsey M. Burke Publisher: ISBN: Category : Languages : en Pages : 3
Book Description
In 2008, the Department of Health and Human Services (HHS) completed data collection for its third-grade follow-up study of Head Start, a federal preschool program designed to improve the kindergarten readiness of low-income children. Four years later, just before Christmas, the agency finally published the results of the congressionally mandated evaluation. Since 1965, taxpayers have spent more than $180 billion on Head Start. Yet, over the decades, this Great Society relic has failed to improve academic outcomes for the children it was designed to help. The third-grade follow-up evaluation is the latest in a growing body of evidence that should urge policymakers to seriously consider Head Start's future. HHS has released definitive evidence that the federal government's 48-year experiment with Head Start has failed children and left taxpayers a tab of more than $180 billion. In the interest of children and taxpayers, it's time for this nearly half-century experiment to come to an end. "If" the federal government continues to fund Head Start, policymakers should allow states to make their Head Start dollars portable, following children to a private preschool provider of choice. (Contains 17 footnotes.).
Author: Elena Bodrova Publisher: Taylor & Francis ISBN: 1040005438 Category : Education Languages : en Pages : 283
Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Author: Greg J. Duncan Publisher: Harvard Education Press ISBN: 1612506364 Category : Education Languages : en Pages : 233
Book Description
In this landmark volume, Greg J. Duncan and Richard J. Murnane lay out a meticulously researched case showing how—in a time of spiraling inequality—strategically targeted interventions and supports can help schools significantly improve the life chances of low-income children. The authors offer a brilliant synthesis of recent research on inequality and its effects on families, children, and schools. They describe the interplay of social and economic factors that has made it increasingly hard for schools to counteract the effects of inequality and that has created a widening wedge between low- and high-income students. Restoring Opportunity provides detailed portraits of proven initiatives that are transforming the lives of low-income children from prekindergarten through high school. All of these programs are research-tested and have demonstrated sustained effectiveness over time and at significant scale. Together, they offer a powerful vision of what good instruction in effective schools can look like. The authors conclude by outlining the elements of a new agenda for education reform. Restoring Opportunity is a crowning contribution from these two leading economists in the field of education and a passionate call to action on behalf of the young people on whom our nation’s future depends. Copublished with the Russell Sage Foundation
Author: National Bureau of Economic Research Publisher: University of Chicago Press ISBN: 9780226533568 Category : Business & Economics Languages : en Pages : 224
Book Description
Few United States government programs are as controversial as those designed to aid the poor. From tax credits to medical assistance, aid to needy families is surrounded by debate—on what benefits should be offered, what forms they should take, and how they should be administered. The past few decades, in fact, have seen this debate lead to broad transformations of aid programs themselves, with Aid to Families with Dependent Children replaced by Temporary Assistance to Needy Families, the Earned Income Tax Credit growing from a minor program to one of the most important for low-income families, and Medicaid greatly expanding its eligibility. This volume provides a remarkable overview of how such programs actually work, offering an impressive wealth of information on the nation's nine largest "means-tested" programs—that is, those in which some test of income forms the basis for participation. For each program, contributors describe origins and goals, summarize policy histories and current rules, and discuss the recipient's characteristics as well as the different types of benefits they receive. Each chapter then provides an overview of scholarly research on each program, bringing together the results of the field's most rigorous statistical examinations. The result is a fascinating portrayal of the evolution and current state of means-tested programs, one that charts a number of shifts in emphasis—the decline of cash assistance, for instance, and the increasing emphasis on work. This exemplary portrait of the nation's safety net will be an invaluable reference for anyone interested in American social policy.
Author: Mike Puma
Author: Mike Puma
Author: Michael J. Puma
Author: 
Author: R. Shep Melnick
Author: National Research Council
Author: Lindsey M. Burke
Author: Elena Bodrova
Author: Guyonne Kalb$aut$!3584296411
Author: Greg J. Duncan
Author: National Bureau of Economic Research