Publications (15)33.75 Total impact
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Article: Vii. Conclusions and implications.
Monographs of the Society for Research in Child Development 02/2013; 78(1):130-43. · 5.50 Impact Factor -
Article: Ii. Design and methods in the early head start study.
Monographs of the Society for Research in Child Development 02/2013; 78(1):20-35. · 5.50 Impact Factor -
Article: I. Background literature review pertaining to the early head start study.
Monographs of the Society for Research in Child Development 02/2013; 78(1):1-19. · 5.50 Impact Factor -
Article: Iv. Family subgroups and impacts at ages 2, 3, and 5: variability by race/ethnicity and demographic risk.
Monographs of the Society for Research in Child Development 02/2013; 78(1):64-92. · 5.50 Impact Factor -
Chapter: Head Start: What Do We Know About Its Effectiveness? What Do We Need to Know?
01/2008: pages 550 - 575; , ISBN: 9780470757703 -
Article: The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs.
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ABSTRACT: Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early.Developmental Psychology 12/2005; 41(6):885-901. · 3.21 Impact Factor -
Article: The Effectiveness of Early Head Start for 3-Year-Old Children and Their Parents: Lessons for Policy and Programs.
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ABSTRACT: Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. (PsycINFO Database Record (c) 2012 APA, all rights reserved)Developmental Psychology 10/2005; 41(6):885-901. · 3.21 Impact Factor -
Article: The Role of Early Head Start Programs in Addressing the Child Care Needs of Low-Income Families with Infants and Toddlers: Influences on Child Care Use and Quality
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ABSTRACT: In 1994, the Secretary's Advisory Committee on Services for Families with Infants and Toddlers set forth a vision for Early Head Start programs in declaring that all child care settings used by Early Head Start families, whether or not the program provides the care directly, must meet the high standards of quality embodied in the Head Start Program Performance Standards. As part of the national Early Head Start Research and Evaluation project, extensive data on the child care settings used by Early Head Start and control group families for their children at three ages (14, 24, and 36 months) was collected. This report describes the patterns of child care use by Early Head Start families and the impacts that program participation had on families' child care use and the quality of care used. A high proportion of Early Head Start families placed their children in child care during the evaluation period, with higher levels of child care use among those in center-based sites: overall, nearly two-thirds of 3-year-old Early Head Start children spent at least 30 hours per week in some kind of child care arrangement. Early Head Start children attending classrooms in Early Head Start centers consistently experienced good-quality care across the three ages. Using a measure of caregiver-child interactions developed for this evaluation (the Child- Caregiver Observation System, C-COS), it was found that in about half the observation periods coded, Early Head Start caregivers were observed talking with the focus child; the frequency of caregiver talk was greater in Early Head Start than in community centers when children were 3 years old. Very high percentages of Early Head Start parents reported being satisfied with their recent primary child care arrangement--they liked how much attention the child received, how much he or she was learning, its safety features, and how "good" they thought the provider was with children. These results demonstrate the highly important role Early Head Start programs have played in responding to the vision of the Advisory Committee on Services for Families with Infants and Toddlers. The following are appended: (1) Supplementary Tables; and (2) Procedures for Training and Establishing Reliability on the Classroom Observation Quality Measures. (Contains 8 tables and 30 figures.)US Department of Health and Human Services Head Start Bureau. 01/2004; -
Article: Understanding implementation in Early Head Start programs: Implications for policy and practice
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ABSTRACT: The primary goal of the National Early Head Start Research and Evaluation Project is to assess program implementation and the quality of key child development services in the study's 17 research programs. The evaluation team developed rating scales based on the Head Start Program Performance Standards and a process for rating key program elements, then synthesized a large amount of information about program implementation and quality into a concise set of ratings. The team used these ratings to examine programs' progress over time, interpret program impacts, and provide feedback to programs and technical assistance providers on implementation strategies. In this article, we present the rating scales and methods developed for assessing implementation and quality, describe the levels of implementation and quality attained four years after programs were funded, and discuss implications for policy and practice. ©2002 Michigan Association for Infant Mental Health.Infant Mental Health Journal 02/2002; 23(1‐2):14 - 35. · 0.61 Impact Factor -
Article: Early Head Start Research: Pathways to Quality and Full Implementation in Early Head Start Programs
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ABSTRACT: As part of a multi-faceted effort, the National Early Head Start Research and Evaluation project examined the nature and extent of implementation in key program areas and the quality of crucial child development services in 17 research programs funded early in the initiative. Implementation data were collected through three rounds of site visits, surveys of program staff in Fall of 1997 and 1999, and observations in Early Head Start and community centers. This report describes lessons from the implementation analysis of the experiences of the 17 research programs as they developed between their initial funding in 1995 or 1996 and the final site visits in Fall of 1999. Findings are presented regarding the evolving program approaches, progress in overall implementation, variation in implementation, family engagement, service needs and use, quality of child development services, and state development and management. Ten themes summarized the key experiences of these early-funded programs: (1) increased attention to the revised Head Start Program Performance Standards; (2) expanding services; (3) increasing service intensity; (4) increasing child development focus; (5) refocusing efforts to improve child care quality; (6) enhancing family participation in program services; (7) provision of training and technical assistance; (8) evolving community partnerships; (9) changing leadership; and (10) increasing complexity. Selected major accomplishments include full implementation for 75 percent of the research programs, growth of a training and technical assistance system to support Early Head Start, and sustained high ratings of staff satisfaction and commitment. Important challenges include finding effective strategies for engaging families in parenting education and group socialization, increasing father involvement, and balancing program and staff needs. The report's three appendices include indicator checklists, implementation rating scales, and a paper on one program's Early Head Start outcomes in staff development. (Contains 32 references.) (KB)01/2002; -
Article: Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start. Volumes I-III: Final Technical Report [and] Appendixes [and] Local Contributions to Understanding the Programs and Their Impacts
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ABSTRACT: Early Head Start was designed in 1994 as a 2-generation program to enhance children's development and health, strengthen family and community partnerships, and support the staff delivering new services to low-income families with pregnant women, infants, or toddlers. This document contains the final technical report, appendixes, and local contributions to understanding the programs and their impacts. The final technical report examines the impact of Early Head Start on 3,001 families from 17 research programs from all U.S. regions in both rural and urban settings. A consistent pattern of statistically significant, modest, favorable impacts across a range of outcomes when children were 2 and 3 years old, with larger impacts in several subgroups was found. There was evidence that effects on children when they were 3 years old were associated with effects on parenting when children were 2. The impact findings suggest several lessons for programs, including the importance of the performance standards and the need to see new or alternative strategies for families with many risk factors. The second part of this document includes the appendices for the technical report. The appendixes acknowledge the contributions of individuals and organizations in conducting the study over 6 years and present information on the methods for data collection, sources of nonresponse, and the father study response rates; provide supplementary information on measures used in the evaluation for the impact and implementation analyses; describe details of analyses conducted to test assumptions underlying the analytic approach taken in the assessment of Early Head Start's impact on children and families; and present supplemental data tables. The third part of this document contains brief write-ups of 21 site-specific local research studies from 9 of the local research teams and from staff in 2 of the programs. The write-ups cover topics such as parent responsiveness and children's developmental outcomes; mothers' socialization of toddler conflict resolution; coping strategies of low-income mothers; functions of language use in mother-toddler communication; father-child interactions; a pattern of Early Head Start participation; and Early Head Start support of families in obtaining services for children with disabilities. Each write-up contains references. (KB)01/2002; -
Article: Leading the Way: Characteristics and Early Experiences of Selected Early Head Start Programs. Volume III: Program Implementation. Early Head Start Research
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ABSTRACT: Early Head Start (EHS) is a comprehensive program providing intensive services from before birth to age 3 to promote improved outcomes in child, family, staff, and community development. The third of a 3-volume series designed to share the experiences of the 17 EHS programs participating in the Early Head Start National Research and Evaluation Project, this report focuses on the extent to which the research programs were fully implemented as specified in the Revised Head Start Performance Standards. Chapter 1 of the report provides an overview of the Early Head Start program and the national evaluation, and describes the context in which the research programs have been implemented. Chapter 2 describes the methods and data used to assess the extent of early program implementation. Chapter 3 presents findings of the assessment of early implementation in early childhood development and health services, and preliminary data from observations of the community child care settings of Early Head Start children. Chapter 4 focuses on implementation of family and community partnerships. Chapter 5 details findings related to early implementation of program design and management. Chapter 6 summarizes findings and anticipates the next evaluation. Evaluation findings suggest that in Fall 1997, the research programs were at a very early stage of implementation, with many still putting some service and management systems in place, and all grappling with how to respond to families' changing service needs in the wake of welfare reform. Six programs had built upon previous experience serving families with young children to fully implement Early Head Start by Fall 1997. Eight programs had reached moderate implementation levels, and three were at low implementation levels. Challenges in implementation included completing home visits with most families and ensuring that community child care arrangements met the performance standards. Successes in implementing program requirements included offering individualized services and developing a strong staff development system. The report's two appendices contain the implementation checklists and rating scales. (Contains 11 references.) (KB)01/2000; -
Article: Leading the Way: Characteristics and Early Experiences of Selected Early Head Start Programs. Volume I: Cross-Site Perspectives. Early Head Start Research and Evaluation Project. Local-National Partnerships
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ABSTRACT: The first of a 3-volume series describing the 17 Early Head Start (EHS) programs in fall 1997, this report discusses the main features of the research programs and identifies the key challenges and successes they experienced during their first year of serving families. Chapter 1 of the report discusses the historical and national context of the first years of Early Head Start, including public policy issues and the proposed evaluation. Chapter 2 describes the programmatic approaches, community contexts, and expected outcomes of the new programs, as well as the characteristics of the families enrolling in the new EHS program. Chapter 3 identifies the program activities and services being delivered within the first year of serving families as they relate to recruitment, enrollment, child development, family development, staff development, community partnerships, and program management. Chapter 4 summarizes the challenges and highlights successes experienced by the new programs. The report concludes by noting that discussions of goals, strategies, and expected outcomes can be useful to developing programs and to researchers. The EHS programs participating in the early evaluation research can pave the way for later programs by sharing the lessons they have learned and by engaging in a partnership with researchers that will enhance the relevance and usefulness of the evaluation research. (Contains 21 references.) (KB)01/1999; -
Article: Overview of the Early Head Start Research and Evaluation Project: February 1998
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ABSTRACT: The Early Head Start Research and Evaluation project launches an intense study of the new Early Head Start program and simultaneously begins a far-reaching longitudinal study of infants and toddlers in low-income families. The Early Head Start study will include approximately 3,000 families living in 17 diverse communities that reflect the socioeconomic and political context of low-income families in the United States in the late 1990s. We will measure a broad range of outcomes, collect extensive information about the programs and the individual families' expenses with them, and conduct state-of-the-art analyses to link experiences with outcomes. The findings from this national evaluation and longitudinal study will have the potential to influence policies affecting the lives of low-income American families with young children.NHSA Dialog A Research-to-Practice Journal for the Early Intervention Field 09/1997; 1(4):181-192. -
Article: Child care quality matters: how conclusions may vary with context.
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ABSTRACT: Three studies examined associations between early child care and child outcomes among families different from those in the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network study. Results suggest that quality is an important influence on children's development and may be an important moderator of the amount of time in care. Thus, the generalizability of the NICHD findings may hinge on the context in which those results were obtained. These studies, conducted in three national contexts, with different regulatory climates, ranges of child care quality, and a diversity of family characteristics, suggest a need for more complete estimates of how both quality and quantity of child care may influence a range of young children's developmental outcomes.Child Development 74(4):1021-33. · 4.72 Impact Factor
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2002–2005
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Mathematica Policy Research
Princeton, NJ, USA
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