Analysis of the effects of Head Start on the long-term educational achievements of participants: elements of agreement, conflict, and gaps

Abstract

The goal of the graduate essay was to provide the reader with a historical overview of the United States government funded preschool program Head Start and examine policy considerations for long term effectiveness on academic achievements of participants. Focusing on research about Head Start effectiveness, careful consideration was given to policies and procedures including Performance Standards, domains and indicators of compliance, and the federal funding policies. Analyzing significant studies on Head Start long-term effectiveness, the easy reflects on preschool as an intervention tool. First, analysis of six important studies on long-term effectiveness allowed for the suggestion of consensus among researchers. Second, identifying conflict in evaluations of the long-term effectiveness recognized best administrative practices and areas of change. Third, recognition of remaining gaps in administrative and evaluation methods supported the consensus that elementary school quality after participation impacts on Head Start effectiveness. The objective of the essay was to discuss the policy implications of elements of consensus and non-consensus for public policymakers. In conclusion, considerations for the Obama administration were identified including changes in Federal Head Start Policy, funding, and a need for a transitional program between Head Start participation and school entrance.