DOCUMENT RESUME

ED 388 401 PS 023 673

AUTHOR Blasik, Katherine A.; Knight, KarenTITLE Head Start Program.INSTITUTION Broward County Schools, Fort Lauderdale, Fla.PUB DATE Sep 94NOTE 29p.; For a related document, see PS 023 672.PUB TYPE Reports Research/Technical (143)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Academic Achievement; *Educational Objectives;

Educational Quality; Elementary Education;*Elementary School Students; Health Services;Interpersonal Competence; Longitudinal Studies;*Parent Attitudes; Parent Participation; *PreschoolEducation; School Readiness; Social Services; TeacherAttitudes

IDENTIFIERS Broward County Public Schools FL; Florida (BrowardCounty); *Project Head Start

ABSTRACTThis report describes Head Start preschool programs

in Broward County, Florida, and examines the goals, expectedoutcomes, and parental satisfaction levels of the programs. It isbased on interviews with program staff, federal and local reports,telephone surveys of parents of 57 randomly selected first-graderswho attended Head Start in the county in 1993-94, and surveys ofteachers and parents of 50 randomly selected first-graders whoattended Head Start in the county in 1991-92. The findings suggestthat program staff continue to provide a high quality preschoolexperience for children of low-income families, as well as ensuringmedical and dental screening and follow-up for children ofdisadvantaged families who might not otherwise have sought access tosuch services. In addition, the families reported satisfaction withthe support offered to them by Head Start staff. Five appendixesprovide county-wide Head Start data and the results of parent andteacher surveys. (Contains 24 references.) (MDM)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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U S DEPARTMENT OF EDUCATION0e.ce or LOLA:H.0,W 4'41

EDUCATIONAL RESOURCES INFORMA1, iNCENTER (ERIC)

NJIlithis document has been reproduced asreceived from the person or reganqatinnoriginating it

CI Minor changes have been made Inimprove reproductIon quality

Points of view or opinions stated in in,document do not necessarily ier,esontattic:al OERI pOsitnin or policy

Dr. Frank R. PetruzieloSuperintendent of Schools

Head Start Program

The School Board of Broward County, Florida

Dr. Everett Abney, Sr.Associate Superintendent

Policy Planning, Accountability, Desegregation and Technology

Dr. Katherine A. BlasikDirector, Research and Evaluation

KAA.1,

E '

Robert D. Parks, ChairpersonMiriam M. Oliphant, Vice Chairperson

Karen DickerhoofEileen S. Schwartz

Toni J. SiskinDiana Wasserman

Lois Wexler

September, 1994

PF-PM!co()N TO R[ PRODUCE THISILR)AL HAS BEEN GRANTED BY

lilt ,nn ItiN Al 01141-1-',

BEST COPY AVAILABLE

TABLE OF CONTENTZ

I. Executive Summary

II. Introduction 1

National Research Findings 2Program Background 2Program Description 3Cost Impact 4Purpose of the Evaluation Report 4

III. Methods 4Participants 4

Data Collection 5

IV. Results 5

V. Recommendations 9

VI. Resources 10

VIII. Attachment A: Head Start Data 13

IX. Attachment B: School-Based Preschool 14Programs 1993-94

X. Attachment C: Survey Results 15

EXECUTIVE SUMMARYHEAD START

Program DesaiptionHead Start is a federally-funded

program designed to providepreschool children of low-incomefamilies with comprehensiveprograms and services. Thechildren are placed in a preschoolenvironment that gives them a"head start" in education.

Head Start has been one of theprimary mechanisms fordelivering health, education, andfamily services in low-incomecommunities. Head Start is tied toGoal 1 of Florida's Blueprint 2000:"Readiness to Start School."Additionally, the Head Startprogram addresses one of BrowardCounty Public School's MajorSystem Priorities: "ImprovingStudent Achievement and SchoolEffectiveness."

In Broward County during the1993-94 school year, 1,613 preschoolchildren participated in the HeadStart program in 42 elementaryschools. The families of thesestudents were at or below thefederal poverty line of $14,350 for afamily of four before enrollment(Department of Health and HumanServices, 1993). According toBroward County district staff,waiting list for Head Start eligiblestudents numbered 628 in 1993-94.

Goal of the ReportThe goal of this report is to

describe the Head Start Programand to present evaluationoutcomes. The following researchquestions are addressed:

1. What are the goals and expectedoutcomes of the Head StartProgram?

2. What degree of satisfaction isexpressed by families thatparticipate in the Head StartProgram?

FindingsMost former and current

participants in Head Start reportsatisfaction with the program.Based on parent survey results, theprogram is meeting the goals ofproviding access to high-qualitypreschool. The goal of socialcompetency is more nebulous anddifficult to determine, as are themeasures of a child's everydayeffectiveness in dealing with boththe present environment and laterresponsibilities in school and life.

Along with readiness to startschool, Head Start targets socialcompetence and social servicesincluding: parent involvement,education and employment andhealth impact.

The analyses of local Head Startdata have not revealed a linkbetween program participation andschool effectiveness.

Recommendations

1. As Head Start is to target parentinvolvement, education andemployment, emphasis shall beplaced in recruiting parents to

participate in parent education,as paid staff, and as Head Startvolunteers.

2. In the_ aret of social service needidentification and resourcefollow-up, Head Start staff shalldevelop a plan to identify andcultivate partnerships torespond to families of studentsenrolled in Head Start.Partnerships shall be formedwith agencies offering servicesto families of preschool at-riskstudents to ensure moreresponsive service delivery.Injtiatives shall be school andhome linked as well as rootedin the community.

3. A plan for providing acontinuum of comprehensivesupport services beyond HeadStart participation shall bedeveloped to ensure sufficientduration of preventionprograms that will increase thelikelihood of long term gains.The plan shall include socialand health services, as well asacademic and behavioralsupport.

4. An annual summary of HeadStart accomplishments,obstacles, and program datashall be submitted by theprogram staff to theSuperintendent and the SchoolBoard. This information willserve as backup to the annualapplication for funding.

5. The present focus on childrencurrently receiving Head StartServices must be expanded to

HS, -J/94

include children on tI5t waitinglist not receiving ..3ervices.Every effort must be made tz,vigorously pursue Federalfunding in order to providehigh-quality pre-school servicesto all eligible children and theirfamilies.

THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDARESEARCH AND EVALUATION

Head Start ProgramUMW

The purpote of this document is to report on the findings andrecommendations of the Head Start Program as implemented inBroward County Public Schools (BCPS), FL The program providespreschool children of low-income families with comprehensiveprograms and services in an educational setting to give them a "headstart" in education. The evaluation includes information gatheredthrough: a) literature review, b) interviews with selected programstaff, c) review of pertinent federal and local reports, documents, andcorrespondence, d) contact with the staff of the U.S. Department ofHealth and Human Services (HHS), e) telephone stuveys of parentsof randomly selected children who attended the Head Start Programin 1993-94), and f) surveys of teachers and parents of randomlyselected first graders who attended the Head Start Program in 1991-92. The findings suggest that BCPS Head Start program staffcontinues to provide a high-quality preschool experience for childrenof low income families ensuring medical and dental screening andfollow-up for children of disadvantaged families who might not haveotherwise sought access to these services. In addition, familiesreport satisfaction with the support offered to them through HeadStart staff.

Introduction

Project Head Start began as aneight-week summer program in1965 (HHS, 1993). During thepast 28 years, the program hasserved over 13.1 millionchildren and their familiesnationwide (Head Start Bureau,1993). Head Start isadministered by approximately1,400 community-based non-profit organizations (Head StartBureau, 1993); 19% of whichare sponsored by the publicschool system (HHS, 1993).

Head Start eligibilityrequirements are morestringent than many otherfederal programs (NationalHead Start Association, 1990).To be eligible for Head Start achild must be living in a familywhose income is below thefederal poverty line, currently$14,350 for a family of four(HHS, 1993). Locally, childrenmust also exhibit at least oneadditional risk factor to beeligible.

In Florida, Head Start is tied toone of the State's goals ofBlueprint 2000: "Readiness to

Start School." Head Start alsoaddresses one of BCPS' MajorSystem Priorities: "ImprovingStudent Achievement andSchool Effectiveness."

National Research FindingsInitially, Head Start wasenthusiastically received byeducators, child developmentspecialists, community leaders,and parents across the nationas a means of increasing theintelligence of at-risk childrenfrom low income families.However, early evaluationsrelying upon changes inintelligence test performance toascertain the program's impacton children found initial gainswere short lived (Mc Key et al.,1985; Peters, 1980; Travers &Light, 1982; Zig ler & Rescorla,1985). This led some to deemHead Start a wasted effortjeopardizing funding for theprogram (Datta, 1979).Consequently, many policymakers and researchers beganto lose faith in intelligentquotient (IQ) as a barometer ofHead Start's effectiveness.Policymakers and researcherschanged the focus from IQgains to school performance asthe indicator for the impact ofHead Start.

Schweinhart (1985), intestimony before theSubcommittee on HumanResources Education and LaborCommittee of the U.S. House ofRepresentatives, and Halperna n d Meyers ( 1 9 8 5 )summarizing seven longitudinal

HS, 9i94studies report there is strongevidence that participatioi inhigh quality, early childhoodprograms for poor childrenhave significant short-term andlong-term effects on schoolachievement and progress.Halpern and Meyers measuredprogress with promotion rates,special education placementrates, and high schoolcompletion data. Additionally,a recently published 21 yearstudy conducted by staff at theUniversity of North Carolina,Chapel Hill, reported academicgains for Head Startparticipants who were studiedfrom birth through age 15(Campbell & Ramsey, 1993).

Program BackgroundBroward County Public Schoolsstaff initiated a summer HeadStart program in 1965 for1,000 low income studentsincluding 500 children ofmigrant families. In 1968 theprogram was expanded to ayear-round program. Duringthese years Head Startoperated under the direction ofthe Community Action Agency.Head Start was housed inchurches and vacant stores andannually served approximately340 children before theresponsibility for the programreturned to the BCPS in 1976.

Beginning in 1988-89 severalincremental, significant changeswere made in Head Startprograms. For the first time allHead Start teachers wererequired to hold a college

degree and to be certified withan academic concentration inearly childhood education. In1989-90 the local Departmentof . Child Development wasformed and charged with theresponsibility of the Head Startprogram. That same year theHead Start curriculum wasstandardized through theadoption of the High/Scopemodel emphasizing socialcompetence and languagedevelopment. The High/Scopecurriculum uses a speciallydeveloped curriculum thatrelies heavily on active, child-initiated learning experiencesduring which children plan, orexpress their intentions; carryout their intentions in playexperiences; and then reflect ontheir accomplishments(Educational Research Service,1993). The 1989-90 schoolyear was a transition yearinvolving training, fullimplementation and theprovision of basic equipment.This was followed by in-housechanges the next year. Thesocial service component wasalso upgraded in 1992 toinclude master's level socialworkers; parent educators whoassist families with parentingskills, social competence ofstudents, and information andreferral for families toappropriate social serviceagencies; and reduction ofcaseloads through the increaseof staff.

During the 1993 94 schoolyear, the BCPS Head Start

3

HS, 9/94program was funded for 1507children for which it providedservices at any one time (1,613children were served due toturnover), an increase from the1047 children served at anyone time (1,172 in all) in 1992-93 (see Attachment A for dataprovided by the local HeadStart program for the federalaudit). As of August 1, 1993,628 children remained on thewaiting list.

3

Program DescriptionEach year the community isnotified of the availability ofHead Start programs foreconomically disadvantagedfour-year-olds. The locationsare publicized, and parentsapply for the site of theirchoice. The applications areprocessed by the BCPSDepartment of ChildDevelopment staff, and theapplicants are rank orderedbased on income level and oneor more other at-risk factors.At-risk factors include familiesof single parents or guardians;teen parents; foster care,protective service, orgovernment entitlementrecipients; limited Englishproficiency; the disabled; neo-natal intensive care graduates;parents without a high schoolor graduate equivalencydiploma; working parents inneed of day care; and thosecontinuing with programsadministered by theDepartment of ChildDevelopment. Children areaccepted into the program by

school according to theirranking until all available slotsare filled. As one school's HeadStart program is filled, astudent may be directed toanother school offering theprogram.

Head Start programs operate in42 elementary schools as listedin Attachment B. The 1,507participants are educated in 75classes of 20 students to oneteacher and one instructionalaide. In addition, there is oneintegrated class wherein sevenHead Start students areenrolled in a program servingExceptional Student Education(ESE) preschool students. TheHead Start classes mirror theschedule followed by the schoolin which the program is housed- six hours per day (excludingthe half hour for breakfast),180 days per year. Theprogram operates under thedirection of the school principalwith support of area anddistrict personnel.

Approximately one-third ofstudents in the district areblack; the Head Start program'scomposition over the last threeyears for which the federalgovernment collected data is79% black. The remainingparticipants averaging the lastthree years are 11% white and9% Hispanic compared to overhalf of district's student bodybeing white and over 10%Hispanic. Approximately 1.5%of Head Starters are Asian orAmerican Indian compared to

4

HS, 9/942.23% of the district'spopulation as a whole.

Cost ImpactAccording to Department ofChild Development staff the1993-94 approved budgetunder Amendment 2 for theBroward Head Start programtotals $8,423,000. Federalfunding provided $6,738,400 ofthe approved budget with thedistrict requirement of a 20%match contributing $1,684,600.

Purpose of the 1993-94Evaluation Report

The intention of this report isto address the followingquestions:

1. What are the goals andexpected outcomes of theHead Start Program?

2. What degree of satisfactionis expressed by families thatparticipate in the Head StartProgram?

Methods

ParticipantsStudents, parents and teachersparticipated in the evaluationstudy including:

50 randomly selected firstgrade students whoformerly attended HeadStart in Broward County(1991-92).

Parents and teachers of the50 randomly selected first

grade students whosechildren attended Head Startin Broward County during1991-92 (see Attachment Cand D for a copy of thesurvey and survey results).

Parents of 57 randomlyselected students whoattended the Head StartProgram in school year1993-94 (see Attachment Efor a copy of the survey andsurvey results).

Data Collection andAvailabilityInformation concerning theHead Start program wasobtained from an extensiveliterature review, the review ofpertinent federal and localdocuments, telephone contactwith staff of the U.S.Department of Health andHuman Services, Washington,D.C. and interviews with localHead Start staff. Telephoneand mail surveys targetingselected students presently orformerly served by Head Startwere used to collect qualitadvedata.

Results

What are the goals andexpected outcomes of theHead Start Program?

Head Start targets socialcompetence; social services;parent involvement, educationand employment; and health

5

HS, 9/94impacts. For purposes of thisstudy, each area will beaddressed.

A. Social CompetenceAs defined by HHS (1984),social competence is the child'severyday effectiveness indealing with both the presentenvironment and laterrespwisibilities in school andlife.

National Findings. A thirdparty evaluation conducted bythe University of FloridaCollege of Medicine (1993)reported that parents stateHead Start enhanced the socialdevelopment of their children.Specifically, they indicated thattheir children learned to followrules, get along with otherchildren, and become moreindependent while in the HeadStart program.

Local Findings.Parents currently receivingHead Start services suggestscveral reasons for sendingtheir children to Head Start.Over half indicated that theyenrolled their children in theprogram for educationalopportunity, while over one-third indicated socializationwas a main concern. Nearlyone-fourth of the parentssurveyed indicated they useHead Start for daycarepurposes. Nearly one-half ofthe children would be home,approximately one-third indaycare and over 10% with ababysitter during the day if

they were not currently inHead Start, as reported by theirparents.

Better than half of the firstgrade_ teachers surveyedindicate that former Head Startgraduates demonstrate basicsocial skills and 9496 indicatethat the students successfullyhandle school routine. Lessthan 10% of the students arereported to have a poor self-concept, and about one-fourthof tlie teachers indicate thattheir former Head Startstudents exhibit behaviorproblems.

B. Social ServicesNatioual Findings. U.S.Secretary of Education RichardRiley and Secretary of Healthand Human Services DonnaShalala characterize the currentsystem of programs servingchildren as "fragmented,confusing, and inefficient."Many state and privatefoundations are formingcollaboratives to initiate moreresponsive child and familyservices. Their combinedexperience suggests thateffective service integrationinitiatives are school linked andare rooted in the communityclosely connected to stategovernment (EducationalResearch Services, 1993).

Local Findings. As illustratedin Attachment A, nearly all thefamilies with children enrolledin Head Start completed aneeds assessment in each of the

6

HS, 9/94last five years. In 1993-94,43% indicated a need for socialservices, yet less than half ofthose received the indicatedservices (4396 or 295).Although these figures reflect asignificant decline over 1992-93 figures wherein of the 833families needing social services,94% (779) actually received theservices, according to programstaff this is due largely to theredefinition of the term"received." In the pastreceived services included suchservices as a holiday basket. In1993-94 the definition ofreceived services went beyondassessment and referral toinclude remediation of theneed. Staff indicate that 100%of those in need of serviceshave had those needsaddressed as documented bytheir Family Needs AssessmentForm. However, when thoseneeds are such as housing orfinancial the resources do notlocally exist to meet that need.

Over 60% of parents whosechildren had participated inHead Start indicated that theywere told where to receive helpin the community while nearly39% state they were notinformed. According toprogram staff, every parent isgiven a resource guide at thetime of a documented visitrequiring the parents'signature. Ten percent of thefirst grade teachers of formerHead Start students report thatstudents and their families

t

could presently benefit fromreferral to social services.

C. Parent Involvement,Education and EmploymentNational Findings. One focus ofHead Start is to maximize thestrengths and uniqueexperiences of each child andfamily. Parents are seen as theprinciple influence on theirchildren's development and aredirect participants anddecision-makers in theprogram (HHS, 1993).

j.ocal Findings. Ongoingparent-Head Start staffcommunication is evidenced inthe findings of this report.Ninety-three percent of theparents currently receivingHead Start services report theirchild's teacher has contactedthem this year with an averageof one contact every threedays. Nearly three-fourthsreport attending meetings withthe Head Start teacher whilenearly half state a visit hasbeen made by the teacher totheir home. In addition toteacher contacts, nearly three-fourths of the parents indicatethey were contacted by a HeadStart social worker, parenteducator, or someone elseaffiliated with the program.Nearly three-fourths of theparents also report that theyare able to talk to someone atHead Start about problemsthey have at home.

Parent and teacher surveyresults suggest that parent

HS, 9/94involvement continues beyondthe Head Start years., Firstgrade teachers of Head Startgraduates indicate that overthree-fourths of the parentshave contacted them abouttheir child's performance and86% of the parents haveattended at least one teacherconference this year.

According to informationprovided in Attachment A, asmany as 70% (1992-93) and asfew as 37% (1990-91) of theparents of Head Startparticipants were involved inparent education in each of thelast five school years.

Nearly half of the parents offormer students indicate thatHead Start staff assisted themwith their parenting skills,three-fourths of which reportthey are single parents.

The data from Head Start'sProgram Information Report isconsistent with the informationprovided by parents whoparticipated in the survey, thatbetween one-third to one-halfof Head Start children have atleast one parent who isemployed. Among the servicesreported to be offered toparents by Head Start is helpwith education and employ-ment skills. Nearly one-fourthof the parents of former HeadStart students indicate thatHead Start staff assisted themwith job skills while over halfindicate the staff did notprovide assistance. Over half of

the parents currently receivingHead Start services reportreceiving help withemployment skills and nearlythree-fourths indicate theyhave received assistance withinformation or encouragementregarding adult education.

Over the past three years, thenumber of parents employed aspaid staff and thosevolunteering in Head Startclasses has steadily decreased(see Attachment A).

D. Health ImpactNational Findings. More than30 Head Start studies havetargeted data on health impact.National studies consistentlyindicate that children attendingHead Start were more likely toget medical and dental examsthan children who did notparticipate in the preschoolprogram.

Local Findings. Federal reportsprepared by BCPS staffdemonstrate that identifiedhealth needs of childrenenrolled in Head Start wereprovided to all the preschoolersin 1993-94 includingimmunizations, medicaltreatment and dentaltreatment. However, parentsreport that 82.5% (47) of thefamilies receiving Head Startservices in 1993-94 indicatetheir children have received amedical exam while onlyapproximately 60% indicatetheir child has received adental exam. This discrepancy

8

HS, 9/94appears to be as a result of theparents lack of knowledgeregarding all the services theirchildren receive through theHead Start program especiallyas staff reports 100% of thechildren receive dentalscreening ir class. According tofirst grade teachers of childrenpreviously in Head Start, nonecurrently have unaddressedmedical or dental needs.

What degree of satisfactionis expressed by familiesthat participate in theHead Start Program?National Findings. A May, 1990study convened by the SilverRibbon Panel of the NationalHead Start Association foundthat 90% of the parentsspontaneously indicated apositive program effect on theirchildren and many spoke ofimprovements in the parent-child relationship.

Local Findings. Much like thenational findings, parents whocurrently receive Head Startservices in Broward County aresatisfied with the program.Ninety-three percent of theparents participating in thetelephone survey indicatedthey would give the Head Startprogram and the teachers agrade of A or B. Only oneparent gave Head Start a gradelower then a C. All of theparents indicated their childrenenjoyed attending the HeadStart program. Likewise, 100%of the parents using Head Startservices in 1993-94 indicated

:

they think the program willprepare their child forkindergarten or first grade.

Four parents expresseddissatisfaction with theprogram. They either stated aconcern with the breakfastschedule, disagreement withstaff identification of a specialneeds child, or dissatisfactionwith the teacher.

DiscussionHead Start staff should becommended for offering a highquality preschool program toenhance the early experiencesof low-income children. Mostformer and current pardcipantsin Head Start report satisfactionwith the program. Based onthe information gathered fromthe parents surveyed, theprogram is meeting its goal ofproviding access to high-quality preschool for lowincome families. Further, HeadStart staff are to be praised forensuring medical and dentalscreening and follow-up forchildren of disadvantagedfamilies who might not haveotherwise sought access tothese services.

The four major componentswithin the Head Start Programare social competency; socialservices; parent involvement,education, and employment;and health impact. Each isaddressed in presentprogramming. Head Start is aprimary mechanism for

9

HS, 9/94delivering health, education,and family services in low-income communities.

The recently released nationalreport regarding Head Startprepared by the AdvisoryCommittee on He9.d StartQuality and Expansion (1993)includes a recommendation tostrengthen the role of research.The report suggests that HeadStart adopt the role as anational laboratory for bestpractices in early childhood andfamily support services in low-income communities. Amongthe actions recommended are:

build a strong and enduringinfrastructure for Head Startresearch to ensure that HeadStart is able to carry out itsleadership role on anongoing basis.conduct longitudinalresearch on children andfamilies served in Head Startprograms.Expand the partnershipbetween research andpractitioners by encouragingbetter communication andbetter utilization of data.

Recommendations

1. As Head Start is to targetparent involvement,education and employment,emphasis shall be placed inrecruiting parents toparticipate in parenteducation, as paid staff, andas Head Start volunteers.

2. In the area of social serviceneed identification andresource follow-up, HeadStart staff shall develop aplan to identify andcultivate partnerships toresrfond to families ofstudents enrolled in HeadStart. Partnerships shall beformed with agenciesoffering services to familiesof preschool at-risk studentsto ensure more responsiveservice delivery. Initiativesshall be school and homelinked as well as rooted inthe community.

3. A plan for providing acontinuum of comprehensivesupport services beyondHead Start participationshall be developed to ensuresufficient duration ofprevention programs thatwill increase the likelihoodof long term gains. The planshall include social andhealth services, as well asacademic and behavioralsupport.

4. An annual summary of HeadStart accomplishments,obstacles, and program datashall be submitted by theprogram staff to theSuperintendent and theSchool Board. Thisinformation will serve asbackup to the annualapplication for funding.

5. The present focus onchildren currently receivingHead Start Services must be

10

HS, 9/94expanded to indude childrenon the waiting list notreceiving services. Everyeffort must be made tovigorously pursue Federalfunding in order to providehigh-quality pre-schoolservices to all eligiblechildren and their families.

Resources

Berrueta-Clement, J.R.,Schweinhart, L.J., Barnett, W.S.,Epstein, A.S., & Weikart, D.P.(1984). Changed lives: Theeffects of the Perry PreschoolProgram on youths through age19. Monographs of the HighSchool Educational ResearchElundatign (No. 8). Yipsilanti,MI: High Scope Press.

Campbell, F.A., & Ramey, C.T.(1993). Mid-Adolescentoutcomes for high riskstudents: An examination ofthe continuing effects of earlyintervention. (Presented insymposium) efficacy of earlyintervention for povertychildren: Results from threelongitudinal studies. NewOrleans: Society for Research inChild Development.

Datta, L. (1979). Anotherspring and other hopes: Somefindings from nationalevaluations of Project HeadStart. In E. Zigler & J. Valentine(Eds.). Project Bead Start: Alegacy of the War on Poverty,pp. 405-432. New York: FreePress.

1 ')

Educational Reseal.,:l.. Service.(1993) Coordinating educationand human services. ELSBulletin, 2.Q(10), 6,

Educational Research Service.(1993)- Potential long-termbenefits of preschool programs.ERS Bulletj, 2.1(4), 1-2.

Gray, S. W., Ramsey, B. K., &Klaus, R. A. (1992). From 3 toI. 4- . -

Baltimore: University ParkPress.

Halpern, R. & Meyers, R.(1985). Effects of earlychildhood intervention onprimary school progress andperformance in the developingcountries. Yipsilanti, MI: HighScope Educational ResearchFoundation.

Haskins, R. (1989). BeyondMetaphor. AmericanPsychologist, (2), 274-281.Head Start Bureau (1993).Head Start: A ChildDevelopment Program. U.S.Department of Health andHuman Services Administrationfor Children and FamiliesAdministration on Children,Youth and Families.

Kirg, F.J., Rhohani, F., &Cappellini, C. (1993). A four-year longitudinal study of theFlorida Pre kindergarten EarlyIntervention Program. FloridaState University: Departmentof State.

HS, 9/94Lombardi, J. (1990). HeadStart: The nation's pride, anation's challenge:Recommendations for HeadStart in the 1990s. A report onthe Silver Ribbon Panelsponsored by The NationalHead Start Association. YoungChildren, September, 22-29.

Lazar, I., Arlington, R., Murray,H., Royce, J., & Snipper, A.(1982). Lasting effects of earlyeducation. Mwaggraphs_af. _thesociety for research In childdevelopmtnt (No. 194).Chicago, IL: University ofChicago Press.

Mallory, N.J., & Goldsmith, NA.(1990). Head Start Works!Two Head Start veterans sharetheir views. Young Children,(9), 36-39.

McKey, R., Condelli, L, Ganson,H., Barrett, B.J., McConkey, C., &Plant, M.C. (1985). Executivesummary: The impact of HeadStart on children. Synthesis andUtilization Project. Washington,DC: CSR, Inc.

National Education Goals Panel.(1991). Meaauring,..42ragrelatoward the national educationgsala:_Patentialindicatara.andmeasurement strategies.Washington, DC.

National Head Start Association.(1990). Head Start: Thenation's pride, a nation'schallenge. The final report ofthe Silver Ribbon Panel. wish,Tourna, (4).

110

Peters, D.L. (1980). Socialscience and social Policy andthe care of young children:Head Start and after. Tournal ofAlzuliesl12essiraraiensalpsychology, .1, 7-27.

Raver, C. C., & Zig ler, E.F.(1991). Three steps forward,two steps back: Head Start andthe measurement of socialcompetence. Young Childrea,(5), 3-8.

Resnick, M.B. & Associates.(1993). Annual Case StudiesReport. The University ofFlorida College of Medicine:Third Party Evaluation, FloridaPrevention, Early kssistance,and Early Childhood Act.

Schweinhart, L.J. (1985). Thevalue of effective preschooleducation for poor childrea.Yipsilanti, MI: High ScopeEducational ResearchFoundation.

Travers, J., & Light, R. (1982).Learning from experience"

HS, 9/94EYAILLatint..._earlx_childhosulclainautratisinIlalgrAD11.Washington, DC: NationalAcademy Press.

U.S. Department of Health andHuman Services. (1992). flead5tart: A Child DevelopmentProgram. Washington, DC:Administration on Childreh,Youth and Families.

Yoshikawa, H. (1994).Prevention as cumulativeprotection: Effects of earlyfamily support and educationon chronic delinquency and itsrisks. Psychological Bulletin,us( 1), 28-54.

Zig ler, E. F., & Rescorla, L.(1985). Social science andsocial policy: The case of socialcompetence as a goal ofintervention programs. In R.Kasschau, L. Rehm, & L Ullman(Eds.). Psychology research,public policy and practice:Toward a productivepartnership, pp. 62-94. NewYork: Praeger.

HS, 9/94Attachment A

THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDAHead Start Data

AclualEBLISIMSDIits :{0 I I al ; 11

1993-94

0

Vasses 76"

MachHisonicWhite

Disabilities

234 (14%1

151 (9%) ,

11 11 1 - 1 1 1 1 .

h - . = ; 1 1 'MOM IrrTIMIll LIMMITIOr- I hirgarAill 8 .

li. ;. . ; - 11 = II 111M1111111111=1111111111111M111111111111111=11111111111: :. 5 6 e5 s : - Se 5 IMMIONI ..1111Mr=11111111,11MMAIIRTETrin : 1 1 .

II ; =0 9 : el . es Irgrr:7111111MIMMIIMMITAIIMr7711111 .1.. r:l .1 ;s 1,5 = - 11 = II iscammunramourrimumpuir .

;t8i 1 Le : :0 : - II ; 11 11164611WAla .4t4t:Icialli IrririrrAn liciriti DIVA I 5 5 .11144:14*.kallirVIMMIrn : .il : :,. i z :, ,;. : li ; 114.....

k :IS SA - : & 1 InTaTEXII I 1 ZZT all: YAM MI IIMEZMII . : ;

ii : :so 6161 : i 4 : 11FMTN111 Li: viciall111171P71111.. I IETTEM111. I 4

MI IIIIII 11.1Paid Staff 97 1 88

Filli 279 480 FallVolunteers 335

Involved in Parent Education 318 (56%) 337 (37%) 630 (59%) 819 (70%) 862 (53%)

*All figures include children who were enrolled but dropped out before services were received, including home-based sessions.

"75 classes of 20 and one integrated class of seven added to ESE students.

13

BEST COPY AVAILABLE

HS, 9/94Attachment B

THE eCHOOL BOARD OF BROWARD COUNTY, FLORIDASchool-Based Preschool Programs

1993-94Schooi # Classes * Waiting List

Bennett 1 15Bethune 1 12Broadview 4Broward Estates 1 16Castle Hill 1 40Colbert 23* *Some schools maintainCollins 3 a wait list even thoughCresthaven 2 1 they do not offer HeadCroissant Part 2 17 Start as they do offer stateCypress_ 1 24 funded Pre-K integratedDavie 2 13 Earty Intervention servicesDeerfield Beach 1

Deerfield PartDillardDriftwood

21

Bdgewoodfoster. StephenHallandale 3Hollywood Park 1 8Hunt 1 52King. Martin Luther 2 46Lake Forest 4

I, .

Lauderdale ManorsLauderhill. P.T.Markham"North Fork

1

Lake Forest has 3regular Head StanClasses and 1

49 Integrated class of 7students rrixed with ESE.

North LauderdaleNorth SideNorth Side AnnexOakland Park

1

21

le21

OakridgeOrange Brookpark RidgeRiverland

1

Rock Island 5 aRoyal_Palm 2 83Sandera.Eads 3Sheridan Park 2Sunland Part 2

IedderWalker 2 31Watkins 1 12West Hollywood 4Westwood Heights 12*Wilton Manors 1 13

of Actual Students 1613 NA

TOTAL N/A 628

14A j

1MIM.

BEST COPY AVAILABLE

HS, 9/94Attachment C

THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDAOFFICE OF PROGRAM EVALUAT1ON/RESEARCH

Parent/Guardian First Grade SurveyWinter 1993-94

1. Did your child attend the Head Start Program?45(90%1 Yes 1(2%) No 4(8%) MISSING

If yes, How many days per week?

2. Does your child like school this year?45(90%) Yes Q No 3(2%) Unsure 4(8%) Missing

3. Do you think the Head Start program was good for your child?42(84%) Yes No 8(4%) Unsure 4(8%) Missing

4. Do you feel the Head Start program helped to ready your child forschool?

44(88%) Yes 2(4%) No g), Unsure 4(8%) Missing

5. Have you met with the teacher at your child's school this year?45(90%) Yes 1(2%) No 4(8%) Missing

6. Is your child doing well in school?41(82%) Yes 1(2%) No 3(6%) Unsure 5(10%) Missing

not due to Head Startmuch progress from kindergarten

7. Do you feel the Head Start program helped you with your parentingskills?

26(52%) Yes 13(26%) No 6(12%) Unsure 5(10%) Missing

8. Did Head Start assist you in continuing your education?20f40%) Yes 75(50%) No 5(10%) Missing

9. Did Head Start assist you with job skills?12(24%) Yes 27(54%) No 5(10%) Unsure 6(12%1 Missing

10. Did Head Start tell you about any help you could receive fromother community agencies?

29(58%) Yes 17(31a) No

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HS, 9/9411. Did your child get medical or dental services through Head

Start?33(66%) Yes .a(.1.aatt) No 4(8%) Unsure 4(8%) Missing

12. What are your overall feelings about Head Start?40(80%) Good. 6(12%) Unsure fl Bad 4(8%) Missing

13. Is there anything else you would like us to know about HeadStart?

I would not have been able to afford a preschool program and mychild would not be ready for a school setting.keep itthe program was okay for my child. Please don't send me anythingelse as silly as this; a waste of time and paper.child is doing very well and achieving in all subject areas.my child loved going to Head Start and it met her needs.its a very good program for the parents and students in thecommunity.I think Head Start should be available to all children. It givesthem a chance to learn about sharing, taking care of other people,property and being independent at an early age. I think it was afantastic experience for me as well as my son.this program should be offered at all schools as well as open toall children.The program needs to be supervised by the district so that morehave a better chance to attend and the waiting list is not so long.I am very pleased with the Head Start program.I liked the program but had a problem with the teacher whoneeded more patience with children. The teacher threatened bothme and my child and I had to call the police and later move.Head Start teachers are more caring and understanding than some

of the "regular" teachers

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HS, 9/94Attachment D

THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDAOFFICE OF PROGRAM EVALUATION/RESEARCH

First-Grade Teacher Survey for Selected StudentsWinter 1993-94

N. 50

The Office of Program Evaluation/Research is conducting a review of"selected" students' readiness to start first grade. This information isbeing used to help us better understand the effectiveness of earlychildhood intervention programs.

Please answer the questions in this survey as they pertain to thefollowing student:

TEACHER NAME:STUDENT NAME:SCHOOL:

SA Strongly AgreeA AgreeU UnsureD DisagreeSD Strongly Disagree

Please check (V) one response for each item.

1. This student was ready for

SA A U D SD

first grade. 18(36%) 20(40961 3(6%1 8(16961 1(2%)

2. This student is achieving at thesame pace as other students inmy class. 15(10%1 21(42961 10(20961 4(8%1 fl

3. This student is able to handleschool routine such as use ofthe cafeteria, going to thelibrary, catching the bus, etc. 24(48961 23(46961 j(2%1 1(2961 1(2961

4. This student has behaviorproblems.

5. This student demonstratesbasic social skills;

child is very polite andquiet but gets along withother students.

6. This student has a poor self-concept.

7. This student is eager to learn.

somedmes child ismotivated to learn andsometimes expends verylittle effort

8. This student has obvious,unaddressed medical/dentalproblems.

SA A UHS, 9/94D SD

sum B(16%) a 24(48%). 13(26%).

12(24%). 32(64%). 2(4%) 4(151 Q

4(8%). 3(6%) 11 25(50%1 18(36%1

20(40%1 18(36%) 6(12%1 alai), 1(2%)

a 4(8%) 2509%1 21(42%).

9. This student/family wouldbenefit from referral to socialservices. Q 5(10%) 15(3096)20(40%) 10(20%).

Please cL2ck (V) one response

10. This student was ready for thefirst pre-primer in:

31(62%)16(32%)

03(06%)

SEPTEMBER 93JANUARY 94MARCH 94NOT YET READY

late OctoberNovember

18

HS, 9/9411. The parent(s) contacted me about this student's perfounance.

38(76%) YES 12124%) NO

parents were contacted

12. The parent(s) attended at least one teacher conference.

43(86%) YES 07(14%) NO

13. Please list the special programs or services this student iscurrently receiving.

noneESOLChapter 1speechreceives extra assistance in small group settingschild is in the focus reading series. He has access to computers,CDIs and manipulatives. Positive re3nforcement is used to helpwith his behaviorreferred to child studyextra help in the classroommodified reading assignmentsafter school care

14. Please use the space below to make any comments or suggestionswhich you feel should be considered by staff who are evaluatingearly childhood intervention programs.

Specific comments:

this is a lovely child; kind, highly motivated and hard workingI am concerned this child is obese which is very unhealthychild is an average student who started slowly at the beginning ofthe year.child has problems in the areas of reading, spelling, peer pressure,behavior, poor social skills. His immaturity aggravates his abilityto learn and behave.child is unorganized and has trouble paying attentionchild is bright and was well prepared for the first grade. He has awonderful personality but does not like to be corrected forinappropriate behavior. He is immature but it does not cause himdifficulty.child has been referred to the child study team. She entered thefirst grade not knowing her A Cs, sounds, etc. She has made very

19

HS, 9/94slow progress even though she gets a lot of help in small groups.She has trouble staying on task and in her seat and is easilydistracted.child showed strong school readiness skills as a result of the earlyintervention program. The program serves as a tool to alertteachers of ekpectations.

involvement in "your" program substantially affected herreadiness for first grade. She is doing well in all academic andsocial areas of our curriculum.

General comments:

a lot of attention should be paid to language usage, developmentand understanding or comprehension; especially for minority andbilingual children.I think early intervention is wonderfulstaff should consider emphasizing and developing oralcommunication skills as well as written skills.continuous follow-up and evaluation are necessary in order toassess children such has this one. Although he probably benefitedfrom "your" program, his family life and economic status demandsfuture intervention.buildhig of self-esteem is the most important factor. When a childfeels good about himself, learning new things becomes lessthreatening.this child has greatly benefited from being in Head Start. The top10% of my class are composed of children who have benefitedfrom the Head Start program.the program is very beneficial, however, there are still childrennot ready for first grade. I feel it depends on the child and theparental support.We need more preschool programs. Given the background ofmany of our children a very large percentage need earlyintervention. We also need classes to teach parenting skills earlyon.

6.,

20

9/94Attachment 13

THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDAOFFICE OF PROGRAM EVALUATION

PARENT/GUARDIAN TELEPHONE SURVEYSTUDENTS.ATTENDING HEAD START 1993-94

5/ID#RELATIONSHIP OF INTERVIEWEE

THE QUESTIONS I'M ASKING YOU, HAVE TO DO WITH YOURCHILD

1. How did you find out about Head Start?

Sibling 07 (12.3%) Other 08 (14%)

Aware of program in Chicagoflyers

2. What attracted you to the Head Start Program?

35 (61,4%) EDUCATIONAL OPPORTUNITY16 (28.1%) ECONOMICS06 (10.5%) LOCATION

its cheapcannot afford daycarechild has speech problem, parent wanted interaction withotherswanted child in different environmentexposuresocial

3. How many days per week does your child attend Head Start?

5 days/57 (100%)

4. Does your child enjoy attending school?

57 (100%) YES NO UNSURE5. Do you have any other children that have gone to Head Start?

12 (21.1%) YES 45 (78.9%) NO

214.0

HS, 9/946. Do you think Head Start will help your child be ready for

kindergarten and first grade?

57 (100%) YES .. NO UNSURE

7. Has your child received a medical exam this year?

47 (82.5%) YES 10 (17.5%) NO UNSURE

8. Has your child received dental services through Head Start?

34 (59,6%) YES 19 (33.3%) NO 04 (7%) UNSURE

9. Has Head Start told you where you can receive help in thecommunity?

35 (61.4%) YES 22 (38.6%) NO

did not needhand outs onlychild has a problem with her feet. Mother was told she wouldbe contacted but nothing has happened.

10. If your child was not in "Lad Start what would (s)he be doing?

Baby-sitter 05 (8.8%) Daycare 20 (35.1%) Friend 01 (1.8%)Rome 27 (47.4%) Relativek. 01 (1.8%) Other 03 (5.3%)

would send child home to Grenada

11. Has the Head Start teacher contacted you?

53 (93%) YES 03 (5.3%) NO 01 (1.8%) D'on't Know

constantlyalways informed

If YES how?

24 (42.1E21 Sent a note home18 (31.6%1 Telephoned41 (71.9%) Met with you25 (43.9%) Other

home visit

22

HS, 9/94How many times?

constantlyregularlydailynumerous-everY now and then

12. Has anyone other one than your child's teacher contacted youfrom Head Start?

41 (71.9%) YES 16128.1%) NO

If YES, whom? Parent Ed. 04 (7%)5oc Worker 18 (31.6%)Doesn't Know 11 (19.3%)Other 04 (7%)Missing 04 (7%)Answered No 16 (28%)

13. Are you able to talk to someone at Head Start about problemsthat you have with your child at home?

41 (71.9%) YES 08 (14%) NO 01 (1.8%) UNSURE

7 (12.3%) NO NEED

14. Are you employed?

16 (28.1%) FULL TIME 08 (14%) PART TIME 33 (57.9%) NO

15. Has Head Start worked with you on employment skills?

37 (64.9%) YES 20 (35.1%) NO

received literaturehas not askedwould welcome information

16. Has Head Start worked with you on your education?

41 (71.9%) YES 16 (28.1%) NO

languagereceived literature

23 23

17. Who lives in the home with you and you) 03,

16 (28.1%) OTHER PARENT2,2,4 jnean NUMBER OF SIBLINGS2.05 mean NUMBER OF OTHER PEOPV6

16. If you were to give a grade to Head Start, what grade would yougive?

43 (75.4%) A10 (17.5%) B02 (03.5%) C0001 (01.8%) F01 (1.8%) MISSING

Breakfast schedule is too early (7:30-7:55)great program, A++has not had much contactteachers are wonderful, program is helpfulprogram is okay, child is a bit difficult to deal withchild withdrawn from program because Head Start claims sheis mentally handicapped. Parent does not believe this is so.great programmother does not feel child is receiving full advantage of theprogram. She is not happy with the teacher (child has hadtwo since he started). Mother claims that at this time lastyear her other child was able to write his name whereas thischild does not know how.

24