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Head Start Community Needs Assessment

Kitwan Billy, Serena Holtsinger, Charlotte Lyshoir, Emily Ross

May 4, 2012

Sociology 465

Billy, Holtsinger, Lyshoir, Ross

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Introduction

The Head Start program is a federally funded program founded in 1964 as a summer

program which was intended to educate low income children on what they need to know in order

to properly assimilate into Kindergarten. In order to address the growing needs of this

disadvantaged population Head Start was expanded in accordance with The Head Start Act of

1981. Head Start currently provides a myriad of services to disadvantaged/low income pre-

school aged children and their families including emergency/crisis intervention, housing

assistance (repairs, subsidies etc.), mental health services, English as a Second Language (ESL)

training, adult education such as GED programs, substance abuse prevention or treatment, child

services, services for domestic violence, child support assistance, health education, assisting

families in which members are incarcerated, parental guidance, and marriage education.

For the purposes of serving their constituency’s shifting needs the Geneva Head Start

branch annually administers a needs assessment survey to the families of Head Start children, to

determine the changing needs of children and their families. Recently, the Geneva Head Start

branch has decided to expand the reach of the needs assessment tool by administering a survey to

the greater Ontario County area as well, which will be administered tri-annually, using the newly

created Geneva Head Start assessment as a base for this future assessment.

It is imperative that Geneva Head Start conduct a needs assessment survey because the

population it is serving is one which is subject to sudden changes in needs due to their fragile

economic circumstances. In order for Geneva Head Start to be sure it is using its resources as

efficiently as possible it must continue to get feedback from the population it is serving. This

assessment is similar to companies attaining feedback on their business practices from their


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customers and subsequently modifying their approach in response to the concerns of their

customers.

Furthermore, as a communal species and society it is not only our responsibility but our

duty to assist those in our society who have not been afforded the same opportunities as others.

In addition, in order to maintain a productive and thriving society we need help our children

transition as seamlessly as possible into adulthood with all the tools they need for success such as

a proper education and emotional stability. The axiom, “A chain is only as strong as its weakest

link” comes to mind when attempting to grasp the impact programs such as Head Start have

upon society; if we leave children and their families to fend off trials and tribulations on their

own our society will gradually come apart at the seams until it is a shell of its former triumphant

self.

Literature Review

Project Head Start was first organized on a national scale in 1965 for the purpose of

increasing opportunities for preschool-aged children of the disadvantaged by providing an

environment in which each child has the chance to develop his or her full potential (Hulan,

1972). Studies have been conducted that show preschool children’s school readiness. In a study

done by Vitiello, Greenfield, Munis, and George (2011; 389) it was argued that children entering

school who have “stronger early academic skills will make greater achievement gains in

elementary school.” The Head Start program is an early childhood program that provides

services, including early academic services to preschool children of low income families

(Sinclair 1993). Vitiello, et. al’s (2011) study showed predominately African American students


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in a Florida Head Start program being at or above the expected level of performance for

preschool-aged students.

Willmon’s article (1969) explored the connection between parent-child relationship and

development of achievement motivation. Research indicates that the more satisfying the

relationship between parent and child, the more likely it is that a child will recognize his or her

academic potential.

Wolff and Stein’s article (1967) covered the “Six Months Later” study made in the Fall

of 1965, in which kindergarten children who participated in the Head Start Program were

compared to their classmates who had no experience with the program. The study found (among

other things) that the parents of Head Start participants almost unanimously, and enthusiastically,

supported the program, even though most couldn’t point out the exact benefits or behavioral

changes of their child as a result of the program. In addition, another riveting finding of the study

was that the quality of classroom instruction affected the academic success of Head Start kids: in

‘good’ teacher’s classes, Head Start children scored consistently higher than non-Head Start

children. In ‘poor’ teachers classes, Head Start children scored consistently lower than non-Head

Start children (1967; 350).

In his article titled Head Start Program and Early School Achievement (1972), John

Hulan warned that it is difficult to evaluate the effects of preschool intervention programs due to

the number of uncontrolled variables and objectives. In this study, mean raw scores for the

Stanford Early School Achievement Test of Head Start children and non-Head Start children

were compared. The findings showed that there was no statistical difference between the two

groups, meaning that “the economically disadvantaged children who participated in the


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preschool Head Start intervention program demonstrated achievement equal to that of their more

affluent counterparts from the same neighborhood schools” (1972; 93).

Grimmett and Garrett’s article (1989) reviewed some of the major research projects that

have been conducted to determine the effectiveness of the Head Start Program. Because we are

conducting a research project to determine the effectiveness of the Head Start Program in

Geneva, Clifton Springs and Canandaigua, New York this article will be extremely useful in

providing guidelines for our own project. Moreover, Grimmett and Garrett discussed the

weaknesses of each study and how each could have been executed to yield more valid results.

Through examination of the June 2006 Kalamazoo, Michigan Head Start Assessment,

2009-2010 Virginia Head Start assessment, and the August 2010 community assessment of

Racine County Wisconsin it can be concluded that each Head Start affiliated community across

the nation will have a great variation of needs in relation to the particular community being

served.

One of the prevalent issues in the Kalamazoo, Michigan assessment revealed that many

heads of households had difficulties attaining a job or receiving a reasonable wage from a job.

Furthermore affordable housing was not easy to find for a significant portion of both enrolled

Head Start family respondents and families not in the program. According to the assessment the

major causes of poverty for Head Start enrolled families were ‘Not enough jobs’ (57.4%), ‘Low

wages’ (55.7%), and ‘High housing costs’ (42.6%), while families not enrolled in Head Start

reported similar numbers for ‘causes of poverty’: Low wages (54.9%), Not enough jobs (53.7%),

High housing costs (31.7%).

The Virginia assessment dictated the lack of proper collaboration between Head Start

families and public literacy services (i.e. 79.1% of respondents reported ‘No working


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partnership’ with Public libraries), which would likely lead to children’s lack of the literacy tools

necessary to succeeding in school. In addition there is a relatively weak relationship between

Economic Community Development councils and families (only 38.1% of respondents reported

having “no working relationship” with Economic Community Development Councils),

suggesting that there was a disconnect between families and community leaders.

A major concern in the Racine County assessment is growing health concerns

surrounding Head Start children, in particular, blood lead levels. Utilizing the services of The

CLEAR (Collaboration for Lead Education, Abatement & Reduction) program which annually

screens children for blood lead levels, the lead levels for children in Racine have decreased

significantly from 1995 to 2007. In addition areas in Racine in which the majority of housing

was developed before 1950 (67-100% of housing) were found to be most likely to cause lead

poisoning among children.

Overall, the variation within these communities demonstrates that there may be some

overlap between the needs of Head Start communities across the country but for the most part

needs are very relative to environment and community.

In reference to the Geneva Head Start household survey and Ontario County survey the

trends that are expected according to the 2009 assessment are an increased need for mental

health services, and adolescents having children is a rising concern, hence the increase in teen

pregnancy rates increased from 12.8% to a peak of 16% in 2006. Furthermore, services for

children with disabilities will need to be increased as they have gone from representing 19% of

Head Start enrollment in 2004-2005 to a peak of 27% in 2007-2008.


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Scope of Work

In working with the Geneva Head Start program we will perform a number of tasks that

will contribute to their annual Community Needs Assessment. First, (1) the team will analyze

demographic data of the Head Start families. This data will be collected from both Head Start

records and survey data. The demographic data will be analyzed to create a profile of enrolled

Head Start children based on race, ethnicity, socioeconomic status, disability status, gender,

family structure, and location. We will create a demographic profile of the Head Start families to

understand the demographics of the student body in the Head Start programs and include our

analysis in our written report. Second, (2) we will be developing and administering a survey

called the Head Start Household survey to families already enrolled in the program. This survey

will cover issues including the demographics of Head Start families and important community

needs such as support programs and services. When using the term community needs we are

referring to the quality of education in the community, health care, nutritional services, and the

effectiveness of social services. After developing the survey we will distribute the survey in

paper form to the Geneva Head Start office at West Street School. The Head Start office will

distribute the survey to Geneva Head Start families and to the delegate sites, Canandaigua and

Clifton Springs. The delegate sites will then be responsible for distributing the survey to their

Head Start families. Upon collection of the surveys we will (3) analyze the data gathered from

the Head Start Household survey. Using the survey data we will analyze what the greatest needs

are for the Head Start families enrolled in the program and publish our findings in our written

report. From the survey data and enrollment data from our client we will (4) create a map of the

areas which are currently being served by Head Start using Google Maps Fusion or Geo-

Commons program. We will create this working map from boundary information from each of


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the Geneva Head Start sites – Canandaigua, Geneva, and Clifton Springs. On the map it will

show from where Head Start children are coming from to get to the program and where Head

Start is not serving families with preschool age children. This map will be unfinished and given

to our client to complete with information about areas which are being served which will come

from community service partners. The map will also serve as a tool to determine a need for any

changes to the Head Start recruitment and admission process, including by not limited to adding

or moving Head Start delegate sites. Finally, (5) we will use the data we collected and analyzed,

both from public records and from the Head Start Household survey, to create an Ontario County

Community Needs Assessment survey. We will use the Head Start Household survey to aid in

directing the questions we will ask on the Ontario Community Needs Assessment survey. This

survey will be created and presented to our client; our client will then be able to edit the survey

and distribute it to community service providers in Ontario County.

Our analyses will be presented to our client in the form of a written report. The written

report will follow the format of previous Head Start Community assessments which is mandated

by the government, it will be structured with sections across varying categories of information.

We will be reporting our findings from our demographic analysis and our survey on

demographics, services provided to Head Start families, and the needs of Head Start families.

This report will be incomplete according to the government guidelines, but we will be handing

over the unfinished report as a paper copy and an electronic copy to Head Start to add their

findings to the report. The map we will create will act as an appendix to show the areas of

Ontario County which Head Start is serving while simultaneously being a visual aid to the

assessment. We will also be attaching the created Ontario County Community Needs

Assessment survey to the written report for our client’s use.


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Methods

In the next few weeks we will send out a survey to obtain general demographic

information, health and wellness needs, as well as information on support programs concerning

Head Start in Ontario County. The demographic information we will be concerned with centers

around: race, gender, age, marital status, income/employment, and highest level of education.

We will find this information from survey research method and data collection method. Sources

such as the Census, previous Community Needs Assessments, and the Success for Geneva’s

Children 2011 Data Report, as well as school district records, will be used to determine available

resources as well as some demographic information. The survey that we will make and

administer is called the “Head Start Household Needs Assessment,” this survey will be given

digitally (as a PDF file) to the three school districts in Ontario County that utilize Head Start:

Geneva, Canandaigua, and Clifton- Springs. Once received by school administrators, these

surveys will be printed and handed out to students with the request that they are to be filled out

by their parent/parents/guardians and brought back the next day. One survey will be distributed

to each family, and this process will be monitored by the classroom teacher in a type of

homework/attendance list. The survey will be kept anonymous and confidential. In addition, a

translator from the Head Start Geneva program will be translating our surveys into Spanish - as

we have gathered from both our client and our research that this is the next most spoken

language amongst Head Start families.

During this data collection we are taking into account all possible difficulties that may

emerge in using the survey method - such as but not limited to number of respondents, logistics

of distributing and collecting surveys, language translations, and accountability (i.e. as

mentioned previously making sure each family does not fill out more than one - seeing as they


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are anonymous). Once we have been given the surveys back, we will code the information

(mostly in the form of ‘yes or no’ questions) and begin to analyze both statistically and

qualitatively our findings. Once our hypothesis is confirmed or denied through this methodology

we will create a document with our findings for the use of Head Start programs in Ontario

County. This will be called the Head Start Household’s Needs Assessment.

We will also create a comprehensive and clear map of Ontario County to be used for

determining where Head Start programming is needed, and where it is already being utilized.

This map will clearly show in 4 colors the outline of Ontario County and then in three different

bold colors, the area or boarders of the three Head Start Programs in Ontario County. We expect

to use a program such as Geo-commons or Google Fusion Tables (Google Maps), but are

currently looking for other accessible options so that our client can continue to edit and create

maps in the coming years.

Lastly, we will use all of this collected data and research to create a larger comprehensive

survey for all of Ontario County; we will create this survey but not administer it. This will be

called the Ontario County Community Needs Assessment Survey, which will be administered

tri-annually. This survey will collect data concerning the same topics as the Head Start

Households Needs Assessment but on a broader scale. Since this is a tri-annual assessment, it

will be utilized as a template for future surveys for years to come. We will write a hard copy of

the survey and Head Start will put the survey online, so that it is accessible to community

partners.

At the end of our involvement with Head Start, we will present our research to the Head

Start policy counsel and the Head Start administrative staff. After the conclusion of the

presentation we will conduct a focus group with the Head Start staff and representatives,


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reviewing the research presented as well as other community issues. Head Start will be

responsible for the collection of the data that comes from the focus group; however, we will be

formulating the questions based on our findings that facilitate the focus group discussion.

Terms

Socio-economic status: According to the American Psychological Association, “socioeconomic

status is commonly conceptualized as the social standing or class of an individual or group. It is

often measured as a combination of education, income and occupation.” In our study we will use

this measure to determine eligibility of families requesting participation.

Family Structure/ Type: In our research, family structure will be defined by instances of two

parent households versus. one parent households, family (parental) incarceration, use of foster

care, pregnancy, educational history and background, nationality (ELL), number of children,

employment, chronic illness or homelessness.

Health and Wellness Needs: We will be focusing on mental health needs, nutrition needs,

primarily concerning obesity, physical fitness, early intervention services, incarceration of one or

both parents, and health care services. We will be focusing on families’ access to these services

and how families feel each of these services is supporting the community.

Support Programs: These are programs and services that are in the Head Start served areas of

Ontario County. Such as, counseling and support centers, Domestic Violence and abuse clinics,

alcoholism support and counseling, food and clothing providers such as Catholic Charities,

Finger Lakes WIC, and the American Red Cross.


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School Readiness: As defined by Head Start: children begin kindergarten with skills in literacy,

math, social studies, science and have receptive and expressive skills and demonstrate self -

control.

Early Intervention Services: Services provided to students ages birth to 5 who are suspected of

having a disability, are in the evaluation process, and who are already classified as having a

disability according to the categories listed in the Individuals with Disabilities Education Act

(IDEA 2004).

Disability Status: A child with a disability status would be either in the process of being

evaluated for a suspected disability or already classified in one of the disability categories

outlined in the IDEA 2004. The thirteen categories of disabilities are: Autism, Developmental

Delay, Hearing impairment including deafness, deaf-blindness, emotional disturbance,

intellectual disability, physical disability, other health impairment, multiple disabilities, learning

disability, speech or language impairment, traumatic brain injury (TBI), and visual impairment

including blindness.

Findings

From our survey results we found that there is a knowledge gap in topic areas such as

health and wellness, social services, school readiness and social development of children, and

information related to job training. In addition, families with a family member who is

incarcerated have reported affects on their mental well being and their daily life.

One-hundred fifty-three surveys were distributed to families enrolled in the Geneva,

Canandaigua, and Clifton Springs Head Start site programs. The survey was distributed in

English and Spanish to accommodate the families’ language needs. The survey was handed out


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90%

9%

1%

Language Spoken (Children)

English

Spanish

Far Eastern

19%

81%

Ethnicity of Children

Hispanic/La9no

Non-‐Hispanic/Non-‐La9no

to the children to take home to their parents/guardians,

and parents were instructed to return the survey to their

respective Head Start site in a sealed envelope to ensure

confidentiality. Out of those surveys distributed, we

received 84 completed surveys, an overall return rate of

55%. Broken down by site, the return rates for

Canandaigua (41%) and Clifton Springs (47%) Head

Start sites were significantly lower than the return rate for Geneva (64%) Head Start site. The

return rates for all three sites and the overall return rate is very good for a paper-based survey

when it is mailed back to the researchers.

We collected demographic data of

both the children in the Head Start

program and their families. The

demographics of the children came from

the enrollment reports done by Head

Start. The majority of children enrolled

in the Head Start program are English speakers, and the minority of children enrolled in the

program speaks either Spanish or a Far Eastern language as shown in Figure 1. From our data

we could not determine the specific Far Eastern language is spoken by the 1%. In terms of

ethnicity, the majority of children enrolled in the program are non-Hispanic/non-Latino (81%)

and the minority of children in the program is Hispanic/Latino (19%) as shown in Figure 2. The

racial demographics (Figure 3) of the children show a majority of children in the program as

being White (48%), and the data also shows the minority of children in the program being

Figure 1

Figure 2


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Multiracial (27%), Asian (1%), Black (12%) or

another race (Other 6%, Unspecified 6%). In

terms of income eligibility for the program, the

majority of the students enrolled in the program

are income eligible (meaning the family is living

at or below the poverty level in Ontario County

(54%). The remaining children are eligible based

on their families being on public assistance

(31%), being homeless (2%), having an

income between 100% and 130% of the

poverty line (9%), and having an income over

130% of the poverty line (4%) (See Figure 4).

Comparing the demographic data

presented here about Head Start enrolled

children to the respondents of our survey the race, ethnicity, and language statistics are very

similar. Figures 5 and 6 (See Appendix) show that the percentage of survey respondents – the

parents or guardians of the children – for race,

ethnicity and language spoken are very similar.

Our survey sample of parents and/or guardians

is representative of the children in the program.

We collected demographic data related to

employment status, highest level of education,

age, marital status, and gender. The majority

1%

12%

48%

27%

6%

6% Race of Children

Asian

Black

White

Mul9/Biracial

Other

Unspecified

54% 31%

2%

4%

9%

Eligibility

Income eligible

Public Assistance

Homelessness

Over Income

40%

31%

4%

5% 17%

1%

Employment Status

Employed

Unemployed

Part-‐Time Student

Full-‐Time Student

Disability

Missing

Figure 3

Figure 4

Figure 7


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of respondents were either currently employed (40%) or unemployed (31%). The other

respondents reported being on Disability (17%), being a full-time student (5%), or a part-time

student (4%) (See Figure 7). In terms of highest education level, there was no real majority of

respondents with one level of education. The respondents were pretty evenly divided between

the categories of education we

provided such as having some high

school education (19%), graduating

from high school with a diploma

(18%), receiving a GED certificate

(18%), having some college

education (26%), and graduating from

college with a degree (13%). A very

small percentage of respondents reported their highest level of education as being vocational

training (4%) (Figure 8). Vocational training can include training programs through the Boards

of Cooperative Educational Services programs offered to high school students and vocational

training programs offered at community colleges. Some high school is defined as completing

between 1 and 4 years of high school without

graduating or getting a GED. Some college is

defined as completing 1 and 4 years of college

without graduating. From the survey results, it

seems that parents and/or guardians of Head Start

enrolled children are a single parent household. The

results of the survey show that most respondents are

45%

33%

7%

5% 5% 5%

Marital Status

Single/Never Married

Married

Partnered

Divorced

Seperated

19%

18%

18%

4%

26%

13%

2%

HIghest Educa@on Level

Some High School

High School Graduate

GED

Voca9onal Training

Some College

College Graduate

Missing

Figure 8

Figure 9


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single or never married (45%), divorced (5%), or separated (5%) (Figure 9). As shown in Figure

9, the remainder of the Head Start family

respondents are married (33%) or partnered (7%).

Head Start parents/guardians are also relatively

young, the majority of parents/guardians being

between the ages of 18 and 36 (see Figure 10).

The number of respondents in the different age

groups is very much evenly distributed between

the groups ages 18-25 (26%), 26-30 (27%), and 31-36 (29%). There are very few Head Start

parents/guardians who are 37 or older. Of those ages 37 or older, 10% are between the ages of

37 and 42, and 8% are 42 or older (see Figure 10).

Based on the data related to age and marital status

there are a lot of young single parents in the program.

Finally, the gender demographics suggest that

women are the primary caregiver of a large majority

of Head Start enrolled children. Out of the survey

respondents 86% identified as female and 14% of

respondents identified as male (see Figure 11). Based on these results there are not a lot of

fathers involved in the Head Start program or in their child’s education.

In the area of topic area of health and wellness needs, there was a clear knowledge gap in

terms of mental health topics and in knowledge of services reserved for treating mental health

needs. The knowledge gap was in the areas of mental health related to relaxation and stress

relief techniques, (24%), anxiety and stress (18%), and depression (17%). In these categories

26%

27% 29%

10% 8%

Age Parent/Guardian

18-‐25

26-‐30

31-‐36

37-‐42

42+

14%

86%

Gender (Parent/Guardian)

Male

Female

Figure 10

Figure 11


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there was a significant percentage (greater than 15%) of respondents that reporting being not

knowledgeable about relaxation and stress relief techniques, anxiety and stress, and depression

(see Table 1, Appendix). Respondents’ lack of knowledge about these topics shows there is a

need for more information regarding stress related mental health conditions and how to cope

with such conditions. In relation to this knowledge gap in mental health information,

respondents reported wanting more information related to the mental health of their child (38%)

(See Table 2, Appendix). Parents and guardians responding to the survey might want more

information about the previous mental health topics – relaxation and stress relief, anxiety and

stress, and depression – for their children, not just for themselves. This shows that parents would

like more information about the health and wellness needs of their children in order for their

children to have a healthier life. A knowledge gap in the mental health services offered in

Ontario County and specifically in the area around Geneva, Canandaigua, and Clifton Springs.

From the survey, 26% of respondents reported not being aware about “other local counseling

services” which refers to those which are offered within Ontario County, but are not affiliated

with the county such as the Geneva Hospital or Finger Lakes Addiction Counseling and Referral

Agency (FLACRA) (see Table 3, Appendix). Additionally, 18% of respondents reported not

being aware about the Ontario Mental Health Department or FLACRA (see Table 3, Appendix).

There was a significant knowledge gap in the area of school readiness and child

development. Connected to school readiness, a large percentage (54%) of respondents lacked

knowledge in other preschool programs in their area (see Table 4). This is an important finding

because the Head Start program admits students on a qualifying point system. If one child in a

family qualifies for the Head Start program and later other children do not qualify, the parents

will need to know of other preschool programs to send their children to. Preschool programs


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prepare children for Kindergarten and compulsory education. If a child does not receive

preschool education, he or she may fall behind his or her peers in Kindergarten, and possibly be

set back for years to come. Of the respondents that did know about other preschool or daycare

programs (46% see Table 4, Appendix) four responses to the write in question were not specific

to any preschool or daycare such as “3 preschools in the area” or “some daycares”. Other

preschools and daycare facilities that respondents reported were Universal Pre-Kindergarten

(UPK at their respective school district), Pre-Kindergarten (at their respective school district),

Geneva Lakefront, Total Care, Whee Wonder facility in Victor, New York, Geneva General,

Lake View, Children’s Hours school, Child and Family Services, YMCA, GCCC, the Boys and

Girls Club, Happiness House, the Agri-Business Child Development center (ABCD), the Ark

preschool center, and Bright Beginnings. Regarding child development, a knowledge gap was

evident through parents’ or guardians’ request for more information about topics related to their

child’s development. Parents and guardians wanted more information about discipline (45%)

and more information about the social development of their child (36%) (See Table 2,

Appendix). Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)

is a condition that affects a child’s academic development, and a significant percentage (32%) of

respondents reported not being knowledgeable about the condition (see Table 1, Appendix). The

condition can affect learning in children, and should a child be diagnosed with the condition he

or she would need early intervention services to assist the child in being successful in the

classroom. It is important for parents to know about ADD/ADHD in case they suspect their

child of having the condition they can secure early intervention services as soon as possible.

Despite the knowledge gap in mental health and child development topics, respondents to

our survey reported being knowledgeable in health and wellness topics such as healthy living,


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exercise, nutrition, and hygiene. In responding to questions asking about knowledge of topics

related to healthy living such as healthy foods, hygiene, and exercise, a large percentage of

respondents reported being knowledgeable about these topics. For example, 92% of respondents

reported having knowledge about healthy foods and 80% of respondents reported having

knowledge about exercise and recreation activities (see Table 1, Appendix). Additionally, 96%

of respondents reported having knowledge about hygiene (Table 1, Appendix) and only 13% of

respondents wanted more information about hygiene (Table 2, Appendix). From these findings

we can assume that Head Start parents and guardians have sufficient knowledge about hygiene.

The vast majority of respondents have knowledge (39%, Table 5, Appendix) or much knowledge

(57%, Table 5, Appendix) about healthy living which defined in our survey with examples of

nutritional diets, exercise, and happiness. Only 4% of respondents reported as having little

knowledge about healthy living. This question was broken up into a Likert scale in which “1”

was defined as the “least knowledgeable about healthy living” and “10” was the defined as the

“most knowledgeable about healthy living”. In coding this question we divided the scale into

three areas of knowledge where a score of “8”, “9”, or “10” was having “much knowledge”, a

score of “4”, “5”, “6”, or “7” was having “knowledge”, and a score of “1”, “2”, or “3” was

having “little knowledge” about healthy living (Table 5, Appendix). From the results of this

Likert scale question we have concluded that parents and guardians of Head Start children

believe they are “knowledgeable” or “very knowledgeable” about healthy living. One statistic

that stands out among parents’ and guardians’ knowledge of healthy living is that parents and

guardians wanted more information on obesity, food nutrition and exercise (25%) (Table 2,

Appendix). This statistic was not in the top three most concerning topics for which parents

wanted more information, but it is important to mention that even though parents have reported


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being “knowledgeable” about healthy living and nutrition, that they want more information on

obesity, food nutrition, and exercise for their children.

There was a significant knowledge gap in general services and services specifically for

people who are feeling threatened or unsafe in their homes or neighborhoods. These kinds of

services would be most helpful to the Head Start families. A significant number of respondents

reported not being aware of the 211 service (46%, Table 3, Appendix). The 211 service database

is an excellent resource for families looking to solve problems that immediately affect their daily

life such as employment, healthcare, childcare, food services and counseling services in the area.

It can be accessed by phone, calling “211” or on the internet at www.211.org; an operator will

assist the caller/internet browser with information regarding needed services in the caller’s area.

This is the service that can direct Ontario County residents to services that they need, especially

if all other services providers are closed for a holiday and a family needs assistance immediately.

More people need to know about the 211 service even if they are not going to use it because it

can be very helpful if a Head Start family’s services worker is unavailable. Specifically, there is

a knowledge gap in services that can assist people who feel threatened or unsafe in their homes

or neighborhoods. A majority of people who responded to our survey reported not having

knowledge of services that assist people feeling unsafe or threatened (57%, Table 6, Appendix).

It is vital that people in the community know about services that can help if they feel unsafe or

threatened so that they can be protect or refer a friend or relative to the services. Of the

respondents who did report having knowledge of such services they identified the Department of

Social Services, 911, Family Counseling of the Finger Lakes, the police, Safe Harbors, 211, the

Domestic Violence Center, the Domestic Violence Center of the Finger Lakes, the Family

Resource Center, FLACRA, and Head Start as services that can help families and people who


20

feel threatened or unsafe in their home or neighborhood. It is important that Head Start families,

and any family, to know about services that can provide assistance to people who are feeling

threatened and/or unsafe in their home or neighborhood. It is also interesting that Head Start

families felt that people in their communities do not feel unsafe or threatened – the assumption

that their communities and the people in the communities are safe and are not experiencing

violence of any kind. As shown in Table 7 (Appendix), 88% of respondents felt that people in

their community are not feeling threatened or are feeling unsafe, and 11% of respondents felt that

people in their community are feeling threatened or are feeling unsafe. This statistic shows that

knowing services that are meant to assist people who are feeling threatened or unsafe may not be

as important to know for Head Start families.

Another pertinent finding is related to information on job training. Survey respondents

indicated whether or not they had a need for information for job training, and a small percentage

of respondents reported needing information on job training (17%, Table 8, Appendix). Even

though the percentage of Head Start parents/guardians reporting a need for information on job

training is small, the results are much more captivating when this data is compared with other

related data led to some interesting results. A surprising finding was that the percentage of

people needing job training was low

(17%), but looking at the education level

of the respondents needing more

information on job training it is apparent

that more Head Start parents with lower

levels of education need information about

job training. Figure 12 shows the

21%

43%

14%

7% 14%

% Need Informa@on on Job Training

Some High School

GED

High School Graduate

Some College

College Graduate

Figure 12


21

percentage of respondents reporting a need for job training information compared to the

respondents’ highest level of education. This graph shows that out of the percentage of

respondents needing job training information 21% have completed some high school, 43% have

a GED certificate, 14% have completed high school, 7% have completed some college, and 14%

have completed college. When adding the percentage of respondents with some high school, the

percentage of respondents with a GED and the percentage of respondents with a high school

degree, 78% of respondents needing information on job training have a “low” level of education.

In explaining this finding, it can only be speculated that employed parents with lower education

might want more job training to get a better job or that unemployed parents with lower education

might want more job skills in order to get a job. We cannot be certain of reasons for respondents

wanting information on job training because our survey did not measure causality. In terms of

the likelihood of respondents enrolling in job training programs, the majority of respondents

reporting a need for information regarding job training also reported being “likely”(29%, Figure

13) or “very likely” (50%, Figure 13) to enroll in a job training program if it were to become

available. Based on this finding, we can assume

that if a job training program was available to

Head Start families the majority of the families

who need job training will enroll in the program.

Incarceration is affecting Geneva Head

Start families in a variety of ways, but mainly

through increasing the amount of stress with which

the family is coping with. Ten percent of respondents reported having a family member

currently incarcerated (Table 9, Appendix). The incarceration of another family member is

14%

29% 50%

Likelihood of Enrollment in Job Training

Somewhat Likely

Likely

Very Likely

Figure 13


22

primarily affecting families in Geneva with six families reporting being affected by a family

member’s incarceration (75%, Table 10, Appendix), and affecting only one family in both

Canandaigua (13%, Table 10, Appendix) and Clifton Springs (13%, Table 10, Appendix). Table

11 (Appendix) shows that out of the ten percent of families reporting having a family member

currently incarcerated, 63% of those families reported a change in family relationships (Table 11,

Appendix), an increase in stress since the incarceration (50%), a change in a childcare

arrangement (25%), and a change in the family’s daily routine (25%). Some of these affects

could be interconnected and could be a cause of stress; however, we cannot assume causality

because our survey did not measure the relationship between the a family member’s

incarceration and the affect it may have on families. Families reporting a change in family

relationships because of another family member’s incarceration may need counseling or support

groups to cope with the changes in the household.

At the conclusion of our research we led a focus group of members of the Head Start

Policy Council and Ontario County community members. Prior to the focus group we presented

the most important findings to the group and our client and the focus group questions followed

the presentation. The questions were related to the presentation and the views those participating

in the focus group had on prevalent community issues. During the focus group, members

discussed that there are many families who are affected by drug and alcohol addiction who may

be in need of assistance. It was clear from the members of the focus group that there is a large

percentage of people in Ontario County, and in Geneva specifically with an addiction problem of

some kind. The second concern of the focus group that was not addressed in our survey was

issues surrounding housing. Members of the focus group voiced that Head Start families could

have concerns about the availability of housing of affordable and adequate housing.


23

Figure 14 (Appendix) is a map made using an online program called Geocommons – this

program facilitates the creation of simple maps that can be edited and adapted overtime with a

password and username. This particular map displays the three different Head Start location’s

bussing areas. The translucent purple “triangle” represents the areas and addresses reached by

Canandaigua Head Start’s school busses, while the two purple points (highlighted by translucent

purple circles) are individual commuters. The translucent green oval represents Clifton Springs

Head Start’s bussing area – a ten-mile buffer from the center of town. Lastly, the translucent red

figure towards the right represents Geneva New York’s school district and Geneva Head Start’s

bussing area. These three figures overlap with each other in at least two points. This map

illustrates the geographic locations in Ontario County with which Head Start is working, and

which are possibly being left out.

Suggestions

Based on our survey findings and feedback from the focus group discussion, we came up

with suggestions for Head Start. While a few of these suggestions are already in place in the

form of existing programs, these ideas are intended to offer possible avenues of expansion and

improvement to existing programs as well as provide Head Start with ideas for new programs.

During the focus group, the topic of absent fathers and the issue of a lack of male role

models in general was discussed. This issue seems to have a strong correlation with the

incarceration rate, which can go on to cause stress and other maladies within families. Our first

suggestion is to give the kids a chance to interact with positive male role models, who would be

required to go through a training program. This interaction could include tutoring, classroom

activities, or after school programming. The intended goal of this suggestion is to help kids


24

whose fathers might be incarcerated or just don't have a father figure to look up to and learn

from.

Another suggestion concerns utilizing workshops or seminars in which Head Start

partners up with other local social services to provide experts in certain areas. Topics for such

programming might include the prevention or the effects of drug and alcohol abuse, stress relief,

familial conflict resolution, or child discipline. Specifically, it seems that techniques for stress

relief are imperative due to the stress Head Start parents may have to deal with as a result of

working multiple jobs, dealing with the effects of having a fractured family, or the worry of

putting food on the table. To maximize the effectiveness of these programs, free child care

should be provided as it would temporarily absolve the parent of the stress associated with the

responsibility of having to find someone to take care of their child during the workshops.

Though there is a bevy of programming available to parents, getting them to participate

has been an issue in the past. To curtail this obstacle, programming could be publicized using

postings in the area regarding these workshops and seminars to spread awareness that they are an

available resource. Furthermore, to prevent certain topics from being glossed over when being

considered for educational programming due to their sensitive nature. For example, if there was a

seminar given about how to identify and deal with domestic violence, many people might not

participate because they might feel they are admitting to being a victim of it. Educational

pamphlets and other forms of literature would be useful tools for individuals to educate

themselves privately as well.

Finally, we suggest updating the pre-existing Head Start newsletter to the parents with

stories about the kids (i.e. exciting things they have been doing in the classroom), sections of

educational material intended to close the knowledge gap in the areas mentioned previously, and


25

the dates and times of programming. Our hope is that these suggestions will increase parental

involvement, which is always encouraged. In talking with Toby and hearing from Head Start

parents and Board Members during the focus group, we learned the importance of parental

involvement, which ultimately makes the lives of Head Start teachers and children easier.

Reading about what kinds of projects or activities their child is participating in within the Head

Start program can encourage the parents to take a more active interest in both their child's

academics and the program itself. Additionally, it might give parents or guardians ideas on how

to academically support their child in the home setting.

In Clifton Springs, Canandaigua and Geneva the areas of need we found to be most

concerning are all interconnected to each other in one way or another. The incarceration rate may

be related to the number of one parent households, which may be related to increased stress due

to having multiple jobs, lack of reliable transportation and community problems with substance

addiction. This in turn causes stress on part of the parent which eventually manifests itself in the

child. The suggestions that were discussed will hopefully help to mediate some of these issues

for families as they receive information on how to better deal with them.


26

Appendix

Figure 5

Figure 6

1%

13%

60%

2%

1% 20%

1% 1%

Race/Ethnicity (Parents/Guardians)

Pacific Islander

African American

White/White Non-‐Hispanic

Biracial

Asian

Hispanic

Other

Missing

85%

12%

1% 2%

Primary Language Spoken at Home

English

Spanish

Other

English and Spanish


27

Table 1

Knowledge of Topics

Yes No %Yes** %No** Relaxation/Stress Relief 58 20 69% 24% Depression 64 14 76% 17% Healthy Food 77 6 92% 7% Hygiene 81 1 96% 1%

Substance Abuse 74 6 88% 7% ADD/ADHD 53 27 63% 32% Domestic/Emotional Abuse 73 5 87% 6% Anxiety/Stress 63 15 75% 18% Exercise/Recreation 67 11 80% 13% Sleep/Bed Time Routine 72 6 86% 7%

**Percentages do not add to 100 because of missing data

Table 2

Parent Interest in More Information Yes No %Yes** %No** Hygiene 11 68 13% 81% Mental Health 32 47 38% 56% Discipline 38 44 45% 52% Obesity/Food Nutrition and Exercise 21 55 25% 65%

Social Development 30 50 36% 60% **Percentages do not add to 100 because of missing data


28

Table 3

Awareness of Emergency Services

Yes No %Yes** %No** American Red Cross 71 9 85% 11% Local Fire Departments 73 5 87% 6% Poison Control 74 6 88% 7% Catholic Charities 70 11 83% 13% Department of Social Services 76 5 90% 6% Area Hospitals/Emergency Response 74 5 88% 6%

Ontario County Mental Health/Other Local Mental Health Services 62 15 74% 18% 211 41 39 49% 46% Salvation Army 72 9 86% 11% Local Food Pantry 71 9 85% 11% FLACRA 65 15 77% 18% Other Local Counseling Services 54 22 64% 26%

**Percentages do not add to 100 because of missing data

Table 4

Knowledge of Preschools Count Percentage % Yes 36 43% No 45 54% Missing 3 4% Total 84 **101%

**Rounding error

Table 5

Knowledge of Healthy Living

Count Percentage % Much Knowledge (8-10) 48 57% Knowledge (4-7) 33 39% Little Knowledge (1-3) 3 4% Total 84 100%


29

Table 6

Knowledge of Services That Assist People Feeling Unsafe/Threatened Count Percentage % Yes 27 32% No 48 57% Missing 9 11% Total 84 100%

Table 7

Safety Threat (Perception)** Count Percentage % Yes 9 11% No 74 88% Missing 1 1% Total 84 100%

**The question for this data read as follows: “Do you think people in your community commonly feel unsafe or threatened in their homes or neighborhood?” and the respondents were to circle “Yes” or “No.”

Table 8

Need Information on Job Training Count Percentage % Yes 14 17% No 67 80% Yes/No 2 2% Missing 1 1%

Total 84 100%


30

Table 9

Incarcerated Family

Member Count Percentage % Yes 8 10% No 73 87% Missing 3 4% Total 84 100%

Table 10

Incarceration by Head

Start Location

Count ^Percentage % Geneva 6 75% Canandaigua 1 13% Clifton Springs 1 13% ^ Percentage is based on the total N=8

Table 11

Effects of Incarceration in Families

Yes ^Yes % Primary Caregiver w/multiple incarcerations 0 0% Child Care Changed 2 25% Housing/Residency Changed 1 13% Increase in Stress 4 50%

Received Services for Incarceration 0 0% Family Income Changed 1 13% Daily Routine Changed 2 25% Family Relationships Changed 5 63% ^Percentage is based on the total N=8


31

Figure 14


32

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