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Tables | xi | ||
Preface | xiii | ||
1 | Introduction | 3 | |
Head Start's Challenge--Then and Now | 3 | ||
Perspectives on Head Start Research | 4 | ||
About This Report | 4 | ||
A Review of the Head Start Knowledge Base | 5 | ||
The Study Methodology | 5 | ||
The Variable Selection and Data Analysis | 6 | ||
The Implications for Future Development and Research | 7 | ||
2 | Head Start Research--an Historical View | 9 | |
The Aims of Head Start--Who Is Served | 9 | ||
Specific Major Head Start Research Efforts | 10 | ||
Head Start Planned Variation Research | 11 | ||
Findings about intelligence test scores | 12 | ||
Findings about model implementation | 12 | ||
Research Following Children Into School: The Follow Through Project | 13 | ||
Early findings and methodological limitations | 13 | ||
Studying long-term effects | 14 | ||
Summarizing the HSPV Study and the Follow Through Studies | 14 | ||
The Major Syntheses of Research on Head Start and Other Early Intervention Programs | 15 | ||
Two Examinations of Research on Head Start | 15 | ||
The Head Start Synthesis study | 16 | ||
The 1997 U.S. General Accounting Office report | 17 | ||
Three Examinations of Research on Demonstration Programs | 19 | ||
The Consortium for Longitudinal Studies | 20 | ||
The Center for the Future of Children report | 20 | ||
The literature review of the High/Scope Perry Preschool Project | 21 | ||
Summarizing the Major Syntheses | 22 | ||
The Head Start Synthesis study | 22 | ||
The 1997 GAO report | 22 | ||
The three examinations of research on demonstration programs | 22 | ||
Some Specific Long-Term Studies of Demonstration Early Childhood Programs | 23 | ||
The Abecedarian Project | 23 | ||
The Evaluation of the Chicago Child-Parent Center Programs | 23 | ||
The Syracuse University Family Development Research Program Longitudinal Follow-up Study | 24 | ||
The High/Scope Longitudinal Studies | 24 | ||
The High/Scope Perry Preschool study | 24 | ||
The High/Scope Preschool Curriculum Comparison study | 25 | ||
Summarizing the Specific Long-Term Studies of Demonstration Early Childhood Programs | 25 | ||
Building on the Knowledge Base--The Long-Term Benefits of Head Start Study | 25 | ||
3 | The Design and Methodology of the Long-Term Benefits of Head Start Study | 27 | |
The LTBHS Study Groups | 27 | ||
The LTBHS Study Sites and Groups | 28 | ||
The Florida Site | 28 | ||
The Colorado Site | 29 | ||
The Study Design | 30 | ||
Potential Sources of Study Bias | 31 | ||
Potential Bias in the Head Start Recruitment Process | 31 | ||
Potential Bias in the Data Collection Procedures | 32 | ||
The Study Procedures | 33 | ||
Selecting Potential Members of the Study's No-Head Start Group | 33 | ||
Locating, Recruiting, and Interviewing Potential Study Participants | 34 | ||
Selecting Local Project Coordinators, Locators, and Interviewers | 34 | ||
Local project coordinators | 34 | ||
Locators and interviewers | 35 | ||
Locating and Contacting Potential Study Participants | 35 | ||
The approach used to locate participants | 35 | ||
The location obstacles encountered and overcome | 36 | ||
The procedures used to contact participants | 36 | ||
Interviewing Potential Study Participants | 37 | ||
Study participants who were difficult to schedule | 37 | ||
Study participants living outside the study site | 38 | ||
The last-interviewed study participants | 38 | ||
Interviewee compensation | 39 | ||
Response Rates of the Potential Study Participants | 39 | ||
The Final Study Sample | 39 | ||
Collection of Study Data | 41 | ||
The Interview and Adult APL Survey | 41 | ||
The interview instrument | 41 | ||
The Adult APL Survey | 42 | ||
Interviewer training | 43 | ||
Interview and Adult APL Survey data collection | 43 | ||
The Records Search | 44 | ||
Obtaining access to records data | 44 | ||
Educational records | 44 | ||
Public assistance records | 45 | ||
Criminal records | 45 | ||
U.S. Bureau of the Census records | 46 | ||
Data Coding and Entry | 46 | ||
Occupational data sources | 46 | ||
Occupational codes | 47 | ||
The Data Analysis Approach | 47 | ||
The Advisory Panel and the Independent Analysts | 47 | ||
The Analytic Approaches | 48 | ||
Variables and predictions from the High/Scope Perry Preschool study | 48 | ||
A common core of key variables | 48 | ||
Statistical adjustments for original group differences | 48 | ||
Summary of the Study Methodology | 49 | ||
4 | The Core Variables of the LTBHS Study | 51 | |
Basis for Selecting the Core Variables | 51 | ||
Deriving the Core Variables From the Data Sources | 52 | ||
The Core Covariates | 52 | ||
Study Participant's Group Status | 53 | ||
Head Start group versus No-Head Start group | 53 | ||
Model Head Start group versus Regular Head Start group | 53 | ||
Study Participant's Individual Characteristics | 54 | ||
Gender | 54 | ||
Racial/ethnic membership | 54 | ||
Age at interview | 54 | ||
Kindergarten participation | 54 | ||
Study Participant's Family Background | 54 | ||
Number of Siblings | 55 | ||
Household size/structure | 55 | ||
Mother's and father's education | 55 | ||
Mother's and father's employment | 55 | ||
Family welfare assistance | 56 | ||
Site tract-level characteristics | 56 | ||
The Core Outcome Variables | 56 | ||
Study Participant's Education | 57 | ||
Educational attainment | 57 | ||
Grade point average (GPA) | 57 | ||
Years in educable mental impairment (EMI) classes | 58 | ||
Adult APL Survey Score | 59 | ||
Life Situation/Economic Status | 60 | ||
Employment/school-enrollment status | 60 | ||
Teen-parent status | 62 | ||
Public assistance | 62 | ||
Criminal Activity-Arrests and Convictions | 64 | ||
Summary | 65 | ||
5 | Findings on the Original Comparability of the LTBHS Study Groups | 67 | |
An Overview of the Analysis Process | 68 | ||
Selecting the LTBHS Study's Variables and Predicting Findings | 68 | ||
Examining the LTBHS Study Grous' Initial Comparability | 69 | ||
Adjusting for Initial Group Differences | 69 | ||
The Findings on the Covariates: Individual Characteristics and Family Background | 69 | ||
Study Participants' Individual Characteristics | 70 | ||
Comparing the Head Start group and the No-Head Start group at the two sites | 70 | ||
Summing up individual characteristics--Head Start versus No-Head Start | 72 | ||
Comparing the Model Head Start group and the Regular Head Start group at the Florida site | 72 | ||
Summing up individual characteristics--Model Head Start versus Regular Head Start | 72 | ||
Study Participants' Family Backgrounds | 73 | ||
Comparing the Head Start group and the No-Head Start group at the two sites | 73 | ||
Summing up family background--Head Start versus No-Head Start | 76 | ||
Comparing the Model Head Start group and the Regular Head Start group at the Florida site | 76 | ||
Summing up family background--Model Head Start versus Regular Head Start | 78 | ||
The Site Tract-Level Characteristics of Study Participants' Original Households | 78 | ||
Comparing the Head Start groups and the No-Head Start groups at the two sites | 78 | ||
Summing up site tract-level characteristics--Head Start versus No-Head Start | 78 | ||
Comparing the Model Head Start group and the Regular Head Start group at the Florida site | 80 | ||
Summing up site tract-level characteristics--Model Head Start versus Regular Head Start | 80 | ||
Based on Background Characteristics--The Expected Pattern of Findings on Long-Term Benefits | 80 | ||
Comparison of the LTBHS Study and Related Studies: Participants' Backgrounds | 80 | ||
The Head Start Planned Variation study | 81 | ||
The High/Scope Preschool Curriculum Comparison study | 83 | ||
The High/Scope Perry Preschool study | 83 | ||
Expected Findings for the LTBHS Study | 84 | ||
Predictions for the Head Start versus No-Head Start groups | 84 | ||
Predictions for the Model versus Regular Head Start groups | 85 | ||
A Summary of Expectations Based on Background Comparisons | 85 | ||
6 | Major Findings on Head Start's Long-Term Benefits | 87 | |
The Study Participants as Young Adults | 88 | ||
Estimating Head Start Benefits: The Effectiveness of Adjusting for Background Differences | 88 | ||
Adjusting for Measured Background Differences | 89 | ||
Estimating Unmeasured Bias | 90 | ||
Summary of the Adjustment/Estimation Process | 92 | ||
The Findings on the Core Outcome Variables | 92 | ||
Analysis of Head Start Versus No-Head Start | 93 | ||
Educational outcomes | 93 | ||
Economic and other life-situation outcomes | 96 | ||
Summary of the Head Start Versus No-Head Start Analysis | 96 | ||
Analysis of Model Head Start Versus Regular Head Start | 96 | ||
Educational outcomes | 98 | ||
Other life-situation outcomes | 100 | ||
Summary of the Model Head Start Versus Regular Head Start Analysis | 101 | ||
Comparing Other Specific Subgroups--Analysis by Gender | 101 | ||
Educational outcomes | 102 | ||
Other life-situation outcomes | 102 | ||
Summary of the Analysis by Gender | 104 | ||
Comparing Other Specific Subgroups--Analysis by Racial/Ethnic Membership and Socioeconomic Level | 104 | ||
Educational outcomes | 104 | ||
Other life-situation outcomes | 105 | ||
Summary of the Analysis by Racial/Ethnic Membership and Socioeconomic Level | 105 | ||
Conclusion | 105 | ||
7 | Summary and Implications | 107 | |
What Studies Have Thus Far Revealed About Head Start Effects | 107 | ||
An Overview of This Study | 108 | ||
The Methodology | 108 | ||
The Expected Findings | 109 | ||
A Summary of the LTBHS Study's Major Findings | 110 | ||
Estimates of Head Start's Long-Term Effects | 111 | ||
Findings for Specific Subgroups | 111 | ||
Assessing the Findings | 112 | ||
Implications and Recommendations | 113 | ||
What Do the LTBHS Study's Findings Mean for Head Start Programs? | 113 | ||
Today's Head Start: Serving a larger number and a greater diversity | 113 | ||
Today's Head Start: Focusing on enhancing quality | 114 | ||
Today's Head Start: Building communication/partnerships with schools and communities | 115 | ||
What Do the LTBHS Study's Findings Mean for Head Start Research? | 115 | ||
Continue to conduct studies of Head Start's contributions to children's development | 115 | ||
Study Head Start programs that attempt to achieve enduring as well as immediate benefits | 116 | ||
Conduct studies that focus on components of quality-oriented program development | 116 | ||
Employ a diversity of research designs and methodological approaches | 116 | ||
Summary of Lessons Learned | 119 | ||
Conclusion | 119 | ||
Appendix A | Directories and Other Resources Used in Locating Study Participants | 121 | |
Appendix B | The Study's Core Variables | 125 | |
Appendix C | Original Comparability of Study Groups--Additional Tables and Map | 135 | |
Appendix D | Assessment of the Long-Term Benefits of Head Start | 139 | |
Appendix E | Endogenous Switching Regression Models | 169 | |
Appendix F | Estimating the Long-Term Effects of Head Start | 179 | |
References | 201 | ||
Commentaries | 209 | ||
A Head Start--For Life? | 211 | ||
The Long-Term Benefits of Head Start Study--Valuable Guidance | 217 | ||
The Futures of Head Start's Children |
Title: Into Adulthood: A Study of the Effects of Head Start Manufacturer: Foundation PressFoundation Press Item Number: 9781573790895 Number: 1 Product Description: Full Name: Into Adulthood: A Study of the Effects of Head Start; Short Name:Into Adulthood Universal Product Code (UPC): 9781573790895 WonderClub Stock Keeping Unit (WSKU): 9781573790895 Rating: 4/5 based on 1 Reviews Image Location: https://wonderclub.com/images/covers/08/95/9781573790895.jpg Weight: 0.200 kg (0.44 lbs) Width: 0.000 cm (0.00 inches) Heigh : 0.000 cm (0.00 inches) Depth: 0.000 cm (0.00 inches) Date Added: August 25, 2020, Added By: Ross Date Last Edited: August 25, 2020, Edited By: Ross
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