Relevant bibliographies by topics / Head Start programs. Readiness for school

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Head Start programs. Readiness for school'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Head Start programs. Readiness for school"

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Noble, Kimberly G., Helena Duch, Maria Eugenia Darvique, Alexandra Grundleger, Carmen Rodriguez, and Cassie Landers. "“Getting Ready for School:” A Preliminary Evaluation of a Parent-Focused School-Readiness Program." Child Development Research 2012 (March 11, 2012): 1–14. http://dx.doi.org/10.1155/2012/259598.

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Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS) program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms) participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.
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Bierman, Karen L., Robert L. Nix, Mark T. Greenberg, Clancy Blair, and Celene E. Domitrovich. "Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program." Development and Psychopathology 20, no. 3 (2008): 821–43. http://dx.doi.org/10.1017/s0954579408000394.

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AbstractDespite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social–emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.
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Jenkins, Jade Marcus, Terri J. Sabol, and George Farkas. "Double Down or Switch It Up: Should Low-Income Children Stay in Head Start for 2 Years or Switch Programs?" Evaluation Review 42, no. 3 (2018): 283–317. http://dx.doi.org/10.1177/0193841x18786591.

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Background: Recent growth in subsidized preschool opportunities in the United States for low-income 4-year-old children has allowed federal Head Start programs to fund more slots for 3-year-old children. In turn, when Age-3 Head Start participants turn four, they may choose to switch into one of the many alternative care options or choose to stay in Head Start for a second year. Objectives: We analyze a nationally representative sample of Age-3 Head Start participants to examine whether children who stay in Head Start for a second year at Age 4 exhibit greater school readiness and subsequent cognitive and behavioral performance compared with children who switch out of Head Start into alternative care. We also examine differences between children who stay at the same Head Start center at Age 4 with those who switch to a different Head Start center. Research Design: Child fixed effects analyses coupled with inverse probability of treatment weights to remove observable, time-invariant differences between Head Start stayers and switchers. Subjects: Cohort of Age-3 Head Start attendees from the Head Start Impact Study. Measures: Child cognitive and behavioral skills assessed by trained administrators annually at ages 3–7. Results: Age-3 Head Start participants’ outcomes do not differ at the end of preschool, kindergarten, or first grade based on their choice of Age-4 program. Staying at the same Head Start center for 2 years may be beneficial for behavioral skills. Conclusions: For low-income families, there exist many equally beneficial options to support their children’s school readiness through public preschool programs.
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Nguyen, Tutrang, Jade Marcus Jenkins, and Anamarie Auger Whitaker. "Are Content-Specific Curricula Differentially Effective in Head Start or State Prekindergarten Classrooms?" AERA Open 4, no. 2 (2018): 233285841878428. http://dx.doi.org/10.1177/2332858418784283.

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Head Start and state prekindergarten (pre-K) programs can boost the school readiness of low-income children through the use of effective preschool curricula. Encouraging results from some studies suggest that children who receive targeted or content-specific curricular supplements (e.g., literacy or math) during preschool show moderate to large improvements in that targeted content domain, but recent research also suggests differences in children’s school readiness among different preschool program settings. We examine whether children in Head Start or public pre-K classrooms differentially benefit from the use of randomly assigned classroom curricula targeting specific academic domains. Our results indicate that children in both Head Start and public pre-K classrooms benefit from targeted, content-specific curricula. Future research is needed to examine the specific mechanisms and classroom processes through which curricula help improve children’s outcomes.
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Mathur, Smita, and Gowri Parameswaran. "School Readiness for Young Migrant Children: The Challenge and the Outlook." ISRN Education 2012 (March 5, 2012): 1–9. http://dx.doi.org/10.5402/2012/847502.

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There is evidence that children from families of migrant workers are among the most disadvantaged in term of early academic achievement. Yet there are insufficient resources allocated to research exploring the reasons that existing preschool programs are not effective in closing the gap between migrant children and other groups of children in the USA. There are some Head Start programs that migrant children have access to, but many of them offer simply care-giving functions and offer little opportunities for enrichment activities for children in preschool. This paper explores some of the barriers to engaging the preschool child effectively in educational activities.
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Morris, Pamela A., Maia Connors, Allison Friedman-Krauss, et al. "New Findings on Impact Variation From the Head Start Impact Study: Informing the Scale-Up of Early Childhood Programs." AERA Open 4, no. 2 (2018): 233285841876928. http://dx.doi.org/10.1177/2332858418769287.

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This article synthesizes findings from a reanalysis of data from the Head Start Impact Study with a focus on impact variation. This study addressed whether the size of Head Start’s impacts on children’s access to center-based and high-quality care and their school readiness skills varied by child characteristics, geographic location, and the experiences of children in the control group. Across multiple sets of analyses based on new, innovative statistical methods, findings suggest that the topline Head Start Impact Study results of Head Start’s average impacts mask substantial variation in its effectiveness and that one key source of that variation was in the counterfactual experiences and the context of Head Start sites (as well as the more typically examined child characteristics; e.g., children’s dual language learner status). Implications are discussed for the future of Head Start and further research, as well as the scale-up of other early childhood programs, policies, and practices.
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Bierman, Karen L., Celene E. Domitrovich, Robert L. Nix, et al. "Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program." Child Development 79, no. 6 (2008): 1802–17. http://dx.doi.org/10.1111/j.1467-8624.2008.01227.x.

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Jeon, Hyun-Joo, Carla A. Peterson, Gayle Luze, Judith J. Carta, and Carolyn Clawson Langill. "Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs." Children and Youth Services Review 118 (November 2020): 105353. http://dx.doi.org/10.1016/j.childyouth.2020.105353.

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Nix, Robert L., Karen L. Bierman, Mojdeh Motamedi, Brenda S. Heinrichs, and Sukhdeep Gill. "Parent engagement in a Head Start home visiting program predicts sustained growth in children’s school readiness." Early Childhood Research Quarterly 45 (2018): 106–14. http://dx.doi.org/10.1016/j.ecresq.2018.06.006.

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Welsh, Janet A., Karen L. Bierman, Robert L. Nix, and Brenda N. Heinrichs. "Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program." Early Childhood Research Quarterly 53 (2020): 151–60. http://dx.doi.org/10.1016/j.ecresq.2020.03.009.

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Dissertations / Theses on the topic "Head Start programs. Readiness for school"

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Bowe, Wendy. "Comparison of early literacy attitudes of Head Start teachers and the frequency of literacy activities in Wisconsin Head Start classrooms." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002bowew.pdf.

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Bell, Elizabeth R. "The Effect of Classroom Age Composition on Head Start Preschoolers' School Readiness." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_theses/65.

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The current study examined the influence of classroom age composition (the variability in ages of children in the classroom) on low-income preschool children's rates of change in multiple domains of school readiness. The sample consisted of 4,417 preschool children enrolled in 207 classrooms in a large, diverse Head Start program. Children were assessed throughout the year on four school readiness domains: emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. Multilevel modeling was employed to examine the main effect of classroom age composition as well as the interaction between classroom age composition and child's age as predictors of children's rates of change in these school readiness domains. Results showed that classroom age composition did not uniformly influence rates of change in school readiness for all children. Instead, a significant interaction between child's age and classroom age composition indicated that younger children developed skills in the domain of approaches to learning at an increased rate when placed in classrooms with a large age composition (i.e., in classrooms with a greater degree of age-mixing). This study extends literature focused on identifying classroom structures that promote positive development of school readiness skills, particularly for at-risk children.
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Rodriguez-Escobar, Olga Lydia. "Application of the cumulative risk model in predicting school readiness in Head Start children." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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Vitiello, Virginia E. "Executive Functions and Approaches to Learning: Relationships to School Readiness in Head Start Preschoolers." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/469.

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The purpose of this study was to determine whether the effects of executive functions on school readiness outcomes were mediated by approaches to learning in Head Start preschoolers. Executive functions are cognitive skills, including inhibition, cognitive flexibility, and working memory, that are involved in learning as well as regulating behavior (Blair, Granger, & Razza, 2005; Espy, McDiarmid, Cwik, Stalets, Hamby, & Senn, 2004). Approaches to learning include important learning-to-learn skills such as persistence, initiative, and motivation (Fantuzzo, Perry, & McDermott, 2004). Based on previous literature, it was hypothesized that strong executive functions would support the development of positive approaches to learning, which in turn would lead to increased school readiness. To test this, data were collected on 179 four-year-old Head Start preschoolers. Children were assessed on executive functions (cognitive inhibition, cognitive flexibility, and working memory), approaches to learning (using both a teacher rating scale and a direct observation), school readiness, and verbal ability. Results indicated that approaches to learning partially mediated the relationship between executive functions and school readiness, providing support for the study's main hypothesis. Results are discussed in the context of preparing at-risk preschool children for success in school.
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Perez, Salvador. "Teacher Perceptions of Head Start Preschool Programs in an Urban Public School." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4472.

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An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the benefits and need of including stakeholders' perspectives in program development. The purpose of this study was to explore preschool teachers' experiences and perspectives of this initiative using a qualitative bounded instrumental case study design. Fullan's theory of educational change served as the framework of this study. Nine preschool teachers, who worked full-time in the Head Start-RTL initiative, volunteered to participate in individual semistructured interviews. Data were analyzed using open coding and thematic analysis. The findings revealed 3 themes: programs and services, initiative administration and processes, and initiative resources. Within each theme, participants identified benefits, challenges, and ideas for improvement, including increased administrative and financial support, streamlined processes, and freedom to individualize curriculum to meet the needs of a diverse student body. It is recommended that teachers' perspectives and their experiences with this initiative be used in planning and implementing changes needed to improve the current program. These endeavors by school district personnel may contribute to positive social change by reducing duplicated administration demands on preschool teachers, who, in turn, could devote more time to instruction and interaction with young children, resulting in improved quality of preschool services and positive outcomes for preschool children and their families.
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Faria, Ann-Marie. "Peer Interactions and School Readiness in Head Start Children: Physical Aggression, Relational Aggression, and Prosocial Behavior." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/218.

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The current study investigated the relationship between peer interactions and school readiness children enrolled in Head Start. The constructs of displayed and received physical aggression, relational aggression, and prosocial behavior within children's peer interactions were examined through direct observation. School readiness was measured through direct assessment. It was hypothesized that aggression within peer interactions would predict lower school readiness, while prosocial behaviors within peer interactions would predict better school readiness. Sex was also hypothesized to moderate the relationship between relational aggression, relational victimization, physical aggression, physical victimization and school readiness. It was hypothesized that relational aggression and victimization would more severely impact the school readiness of girls and physical aggression and victimization would more severely impact the school readiness of boys. Structural equation modeling (SEM) analyses revealed that physical aggression and victimization as well as displayed and received prosocial behavior did not significantly predict school readiness. Relational aggression predicted better school readiness. Also, sex moderated the relationship between relational victimization and school readiness such that relational victimization predicted better school readiness for girls, but did not predict school readiness for young boys. Knowledge gained from this study can inform preschool classroom practices on the role that peer aggression and prosocial behavior play in individual differences in children's school readiness.
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Geiger, Romin Emmanuel. "Preschool Self-Regulation: A Predictor of School Readiness." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3134.

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Substantial evidence from previous research has supported the idea that greater self-regulation in the form of “cool” self-regulation or executive functioning and “hot” self-regulation or effortful control is associated with higher academic achievement within the preschool years and school readiness in the kindergarten years (Anaya, 2016; Carlson, 2005). However, there are only a few studies that assess the prediction of school readiness through validated cool and hot self-regulation tasks (Carlson, 2005; Krain, Wilson, Arbuckle, Kastellanos, & Wilham, 2006; Rothbart, Ellis, Rueda, & Posner, 2003; Thompson & Giedd, 2000). There also few studies examining to what extent cool and hot-self-regulation tasks predict socio-emotional (Blair, 2002) and academic achievement (Bull & Scherif, 2001), which are aspects of school readiness. The current study examined the validity of hot and cool tasks as measures of school readiness within a preschool sample (n = 86) enrolled in one of two programs: one blended Head Start and one full Head Start program. Adapted hot and cool self-regulation tasks, global observer ratings of hot and cool self-regulation tasks (Preschool Self-Regulation Assessment Assessor Report (PSRA-AR) and the Observation of Child Temperament Scale), Woodcock Johnson subtests (Letter Word, Applied Problems, and Picture Vocabulary), teacher ratings of social competence (Social Competence and Behavioral Evaluation) and emotional competence (Emotion Regulation Checklist) were collected in the fall of the school year. Results indicated that performance on cool tasks of measures cool self-regulation were highly correlated with academic performance and that the Snack Delay task and the PSRA-AR component scores (Attention/Impulse Control and Positive Emotion) of hot self-regulation were correlated with socio-emotional competence. Additionally, there were no age differences for hot self-regulation. Regression analyses suggested that hot self-regulation predicted socio-emotional competence and cool tasks predicted academic achievement. However, conclusions regarding hot self-regulation age differences and predictive validity are limited by the sole use of one hot task within this study and the results do not warrant a conclusion regarding whether hot self-regulation and cool self-regulation are separate self-regulation constructs, given the use of only one hot task.
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Munis, Pelin. "An Investigation of the Roles of Temperament and Approaches to Learning on Head Start Children's School Readiness." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/92.

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The current study examined the relation between temperament and school readiness in preschool children. Two research questions were of interest: 1) Do approaches to learning behaviors mediate the relation between temperament and school readiness and 2) Does temperament moderate the relation between approaches to learning and school readiness? Data were collected on 195 Head Start children. Teachers assessed children's temperament styles as undercontrolled, resilient, or overcontrolled, as well as their approaches to learning behaviors. Trained research assistants directly assessed children's school readiness. The results showed a gender by temperament interaction effect for overcontrolled children with boys performing the worst on all outcomes and girls performing either the best or as well as resilient girls and boys. Mediation and moderation analyses were conducted separately for girls and boys. For girls, temperament did not predict school readiness and therefore, there was no effect to mediate. For boys, competence motivation and attention/persistence partially mediated the relation between temperament and school readiness for overcontrolled versus resilient boys. For both girls and boys, temperament did not moderate the relation between approaches to learning and school readiness. These results and the implications of this research will be discussed.
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Arango, Liza. "Understanding School Readiness Abilities of Bilingual Latino Head Start Children and the Differences Among Latin American Regions." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3579.

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Limited research has been conducted focusing on the school readiness abilities among bilingual Latino children. Additionally, little is known about how children from different Latin American regions may differ in their readiness skills. This study examines the differences in school readiness abilities in both English and Spanish of a group of bilingual Latino Head Start children in five counties in Florida (n = 202). Specifically, the study investigates the differences in abilities among children from different Latin American Regions (i.e., North American, Caribbean, Central American, and South American). School readiness skills were assessed using subtests from the Woodcock Johnson III Complete, the Batería III Woodcock-Muñoz, the Peabody Picture Vocabulary Test-Fourth Edition, and the Test de Vocabulario en Imágenes Peabody. Additionally, a demographic parent interview was used to examine specific family factors that may influence the children’s development of these skills. All participants attend Head Start and come from households where Spanish is one of the languages spoken. A series of one-way ANOVAs were calculated to test the differences among the groups, and multiple regressions were used to evaluate the relationship between several family factors and the children’s abilities. Results indicated significant differences among Latin American Regions in the area of Oral Language in English and Spanish. Furthermore, all family factors were related to some extent with the children’s Oral Language skills in both languages. Mother’s years of residence in the U.S. as well as mothers’ English proficiency were shown to increase English-Oral language scores for most of the participants. This research study will add to the literature information about the abilities of specific Latino groups given that research focusing on this population tends to overgeneralize their findings.
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Callahan, Kristin Leigh. "Disrupting the impact of socio-contextual disadvantage on school readiness skill attainment among preschool children: The role of Head Start attendance." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1130.

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Created in 1965, Head Start is the longest running national school readiness program in the United States. Head Start was developed to improve children's social and academic readiness for kindergarten and to reduce the academic achievement gap between impoverished and more affluent children. However, questions about the effectiveness of Head Start have trouble the program since its inception. Head Start children often experience considerably more sociocontextual risk, specifically in the form of more economic disadvantage, maternal psychological distress, and dangerous neighborhoods. The goal of the present study was to evaluate the extent to which attending Head Start buffers children from some of the harmful effects of sociocontextual risk on their acquisition of academic and social school readiness skills. Socio-contextual risk factors were largely unrelated to the school readiness skills. Only mothers' reports of anxiety were significantly associated with slower rates of increase in children's PPVT scores, suggesting that mothers who are more anxious have children who are not developing receptive vocabulary scores as quickly as children whose mothers have fewer anxiety symptoms. Head Start did not buffer the impact of socio-contextual risk on children's attainment of school readiness skills. A secondary goal of the present study was to validate mothers' reports of neighborhood danger with interviewer impressions of neighborhood safety and objective crime reports. Interviewer impressions correlated significantly with mothers' reports of neighborhood danger and official crime statistics. Interestingly, official crime statistics were not correlated with mothers' reports of neighborhood danger, but were correlated with interviewer impressions. Interviewers may provide a valuable objective perspective of characteristics of the neighborhood. This sample was not intended to explore the effects of natural disasters on household structures, maternal psychopathology, or children's academic development. However, results clearly highlighted the need to empirically consider the specific challenges associated with lowincome families after a natural disaster. Study implications and promising directions for future research are discussed.
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Books on the topic "Head Start programs. Readiness for school"

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Head Start Improvements for School Readiness Act: Report (to accompany S. 1107). U.S. G.P.O., 2005.

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United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions. Head Start Improvements for School Readiness Act: Report (to accompany S. 1107). U.S. G.P.O., 2005.

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Head Start Improvements for School Readiness Act: Report (to accompany S. 1107). U.S. G.P.O., 2005.

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Thompson, Patrick A. Elevating school readiness and child development with the Head Start Program (with DVD). Nova Science Publishers, 2011.

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United States. Congress. Senate. Committee on Labor and Human Resources. School Readiness Act of 1991: Report (to accompany S. 911). U.S. G.P.O., 1991.

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Head Start for School Readiness Act: Report of the Committee on Health, Education, Labor, and Pensions to accompany S. 556. U.S. G.P.O., 2007.

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United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Education Reform. The dawn of learning: What's working in early childhood education : hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce, House of Representatives, One Hundred Seventh Congress, first session, hearing held in Washington, DC, July 31, 2001. U.S. G.P.O., 2002.

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Head Start Act: Report together with additional views (to accompany S. 1940). U.S. G.P.O., 2003.

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School Readiness Act of 2003: Report together with minority views (to accompany H.R. 2210) (including cost estimate of the Congressional Budget Office). U.S. G.P.O., 2003.

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School Readiness Act of 2005: Report, together with additional views (to accompany H.R. 2123) (including cost estimate of the Congressional Budget Office). U.S. G.P.O., 2005.

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Book chapters on the topic "Head Start programs. Readiness for school"

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Abry, Tashia, Michelle Taylor, Manuela Jimenez, Megan E. Pratt, and Jennifer LoCasale-Crouch. "Continuity and Change in Low-Income Children’s Early Learning Experiences Across the School Transition: A Comparison of Head Start and Kindergarten Classrooms." In Kindergarten Transition and Readiness. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_4.

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Seltzer, Andrew. "Early Childhood Programs." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0016.

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The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.
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Gandhi, Jill. "How Choices and Constraints in Parents' Early Education Decisions Affect Children's School Readiness." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4435-8.ch006.

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The socioeconomic achievement gap begins at school entry and widens as children move through school. Many children from low-socioeconomic status (SES) backgrounds do not have access to the material resources or environmental enrichment that would allow them to start school at the same academic level as their peers from high-SES backgrounds. However, a wealth of research supports the potential for high-quality early care and education programs to supplement the cognitive development of students from low-SES families. Low enrollment in high-quality programs and high absenteeism rates can render these children unable to gain cognitive benefits that will prepare them for school entry. This chapter highlights how low enrollment in high-quality early care and education programs and low attendance rates are two overlooked components of dosage that contribute to the small estimates of the efficacy of preschool and the early achievement gap. By understanding these two components of dosage as the outcomes of parents' constrained decision-making, early education policy could be improved.
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Quinn, Jane. "Sustaining Community Schools: Learning from Children’s Aid Society’s Experience." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0024.

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Abstract:
Before The Children’s Aid Society (CAS) opened its first two community schools in Washington Heights (1992–1993), our staff and board had already begun to address the issue of sustainability—that is, how to plan for the long-term development, implementation, assessment, and institutionalization of this new line of work. Internal strategic planning led to decisions by CAS board and staff leadership to realign existing resources in support of this new work, while external planning resulted in explicit partnership agreements, forged in 1990, with the New York City Board of Education and Community School District 6 (see appendix to Coltoff, ch. 1 in this volume) that also set the stage for long-term sustainability. As CAS’s assistant executive director for community schools, my responsibilities include planning and overseeing our sustainability efforts. This chapter describes CAS’s experience in raising funds for its community schools and offers suggestions for how other practitioners might proceed. CAS views sustainability as involving not only aggressive fundraising but also public relations, constituency building, and advocacy, using a conceptual framework developed by the Finance Project, a national research and policy organization. These four components are interrelated; work in one area supports and complements efforts in the other three. For fiscal year 2003–2004, the operating budget for CAS’s 10 community schools totaled almost $13 million, which included approximately $8.6 million for the extended-day, summer camp, teen, parent, and adult education components and $2.8 million for health services (medical, dental, and mental health). In addition, two sites have Early Head Start and Head Start programs operated by CAS; the costs for these programs are covered entirely by federal grants totaling approximately $1.4 million. Because the programs differ, each school has a different budget, but the estimated additional cost per student per year of a fully developed community school is $1,000. CAS generates support for its community schools from a wide variety of sources. During the initial years, core support came primarily from private sources, including foundations, corporations, and individuals; the exception was the health and mental health services, which were financed partially by Medicaid and Child Health Plus (federally supported children’s health insurance), as well as by other public and private sources.
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