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

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Abbott-Shim, Martha, Richard Lambert, and Frances McCarty. "A Comparison of School Readiness Outcomes for Children Randomly Assigned to a Head Start Program and the Program's Wait List." Journal of Education for Students Placed at Risk (JESPAR) 8, no. 2 (2003): 191–214. http://dx.doi.org/10.1207/s15327671espr0802_2.

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12

Ansari, Arya, Kelly Purtell, and Elizabeth Gershoff. "Classroom Age Composition and the School Readiness of 3- and 4-Year-Olds in the Head Start Program." Psychological Science 27, no. 1 (2015): 53–63. http://dx.doi.org/10.1177/0956797615610882.

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13

May, Leah, Amy Sharn, Miranda Westrick, Ashley Walther, and Carolyn Gunther. "Southside Simple Suppers Scale-Up (S4): A Hybrid Type Two Effectiveness-Implementation Trial Evaluating a Childhood Obesity Prevention Family Meals Program." Current Developments in Nutrition 4, Supplement_2 (2020): 238. http://dx.doi.org/10.1093/cdn/nzaa043_089.

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Abstract Objectives Simple Suppers is a 10-week evidence-based intervention (EBI) designed to improve family mealtime routines and child weight status among racially diverse elementary-age children from low-income households. Results from a previous trial demonstrated effectiveness, thereby warranting a scale-out study to reach other child populations (i.e., preschool-age children). In the current study, Southside Simple Suppers Scale-Up (S4), we propose a hybrid type 2 effectiveness-implementation trial, which has a dual focus on effectiveness and implementation outcomes. This type of trial will allow facilitation of the research translation process to develop effective solutions to promote the health of preschool-age children. Methods S4 is occurring during the 2019–20 school year (fall, winter, spring) at 3 Head Start sites (school readiness program for low-income children). Effectiveness outcomes (child food preparation skills, family meal routines) are collected at pre- and post-programming via direct measure and survey. Child food preparation skills are rated on 4-point Likert scale (strongly disagree to strongly agree). Family mealtime routines (i.e., eating meals together, TV on while eating) are reported by number of days per week. Implementation outcomes (adoption, fidelity, fiscal efficiency) are collected throughout programming. Adoption is assessed by weekly attendance. Fidelity is assessed with a program-specific checklist and videotaping. Fiscal efficiency is evaluated by assessing cost of programming per family. Results Nineteen caregivers completed data collection for the fall session. 55.6% families were low-income. Mean(SD) caregiver age was 37.6(12.1) yr, 94.7% were female, 84.2% were Black, and mean(SD) BMI was 35.3(11.2) kg/m2. Mean(SD) child age was 3.4(0.5) yr, 47.6% were female, and mean (SD) BMI z-score was 1.16(1.38). Child food preparation skills significantly increased from pre- to post-test (P &lt; 0.05); there were no significant changes in family mealtime routines. Programming was delivered as intended 78% of the time and mean cost of weekly programming was $8.63 per family. Programming and data collection will be complete in spring 2020. Conclusions Results from this novel hybrid effectiveness-implementation trial will inform the future scale-up of the EBI Simple Suppers program in Head Start. Funding Sources USDA NIFA.

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14

Olsen, L., and T. DeBoise. "Enhancing School Readiness: The Early Head Start Model." Children & Schools 29, no. 1 (2007): 47–50. http://dx.doi.org/10.1093/cs/29.1.47.

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15

Biddle, Julie K., and Julie A. Schaid. "Examining School Readiness of Head Start Graduates: A Case Study." NHSA Dialog 4, no. 2 (2001): 275–83. http://dx.doi.org/10.1207/s19309325nhsa0402_6.

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16

Gupta, Amita, and Brent Lucia. "School readiness in the context of inner city Head Start centres." Early Child Development and Care 189, no. 7 (2017): 1086–99. http://dx.doi.org/10.1080/03004430.2017.1367925.

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17

Bradley, Robert H., Rachel Chazan-Cohen, and Helen Raikes. "The Impact of Early Head Start on School Readiness: New Looks." Early Education and Development 20, no. 6 (2009): 883–92. http://dx.doi.org/10.1080/10409280903365033.

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18

Halle, Tamara G., Elizabeth C. Hair, Laura D. Wandner, and Nina C. Chien. "Profiles of school readiness among four-year-old Head Start children." Early Childhood Research Quarterly 27, no. 4 (2012): 613–26. http://dx.doi.org/10.1016/j.ecresq.2012.04.001.

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19

Dunaway, Lauren E. Futrell, Alessandra N. Bazzano, Sarah A. O. Gray, and Katherine P. Theall. "Health, Neighborhoods, and School Readiness from the Parent Perspective: A Qualitative Study of Contextual and Socio-Emotional Factors." International Journal of Environmental Research and Public Health 18, no. 17 (2021): 9350. http://dx.doi.org/10.3390/ijerph18179350.

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The objective of this qualitative study was to address existing gaps in the literature by gathering parent perspectives on both health and school readiness in regard to neighborhood context, specifically parents’ perceived level of neighborhood safety and support, on physical health and the behavioral and cognitive domains of school readiness. Focus groups were conducted with a total of 28 parents or caregivers whose children attended Early Head Start/Head Start Centers or who received Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) services in New Orleans, Louisiana during fall 2015. Parents discussed concepts of school readiness, neighborhood, the intersection between the two, and parental stress; however, few expressed a clear connection between their concerns about safety, their own stress, and their child’s readiness for school. Disparities in both health and school readiness exist between both racial and socioeconomic groups in the United States, and this study offers a unique and enhanced understanding of the impact of non-academic factors on the well-being and development of young children.

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20

Bustamante, Andres S., and Daryl B. Greenfield. "Measuring Motivation Orientation and School Readiness in Children Served by Head Start." Measurement and Evaluation in Counseling and Development 52, no. 2 (2019): 128–44. http://dx.doi.org/10.1080/07481756.2018.1547617.

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21

Henrich, Christopher C., Crista M. Wheeler, and Edward F. Zigler. "Motivation as a Facet of School Readiness in a Head Start Sample." NHSA Dialog 8, no. 1 (2005): 72–87. http://dx.doi.org/10.1207/s19309325nhsa0801_8.

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22

Park, Yujeong, Sungur Gurel, Jihyun Oh, Elizabeth A. Bettini, and Walter Leite. "Literacy-related school readiness skills of English language learners in Head Start: An analysis of the school readiness survey." Journal of Early Childhood Research 13, no. 3 (2013): 280–94. http://dx.doi.org/10.1177/1476718x13507445.

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23

Lee, RaeHyuck, Wen-Jui Han, Jane Waldfogel, and Jeanne Brooks-Gunn. "Preschool attendance and school readiness for children of immigrant mothers in the United States." Journal of Early Childhood Research 16, no. 2 (2018): 190–209. http://dx.doi.org/10.1177/1476718x18761218.

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We examined the associations between preschool attendance and academic school readiness at kindergarten entry among 5-year-old children of immigrant mothers in the United States using data from a US nationally representative sample (Early Childhood Longitudinal Study—Birth Cohort, N = 1650). Comparing children who were in preschool (Head Start, prekindergarten, or other center-based preschool) to children being cared for exclusively at home, analyses using both ordinary least squares regressions with rich controls and with propensity score weighting consistently showed that attending preschool was associated with higher reading and math skills. Analyses focused on specific type of preschool revealed that children attending prekindergarten (but not Head Start and other center-based preschool) had higher reading and math skills than those in parental care. Analyses focused on hours of preschool attendance indicated that children’s reading skills benefited from attending more than 20 hours per week of Head Start or prekindergarten. Attending preschool, especially for full days, increases the school readiness of children of immigrants.

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Bustamante, Andres S., Lisa J. White, and Daryl B. Greenfield. "Approaches to learning and school readiness in Head Start: Applications to preschool science." Learning and Individual Differences 56 (May 2017): 112–18. http://dx.doi.org/10.1016/j.lindif.2016.10.012.

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Kriebel, Dawn K., and Eleanor D. Brown. "Parent teaching, cumulative instability and school readiness for children attending Head Start preschool." Early Child Development and Care 190, no. 6 (2018): 911–20. http://dx.doi.org/10.1080/03004430.2018.1501563.

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Bracken, Stacey Storch, and Janet E. Fischel. "Relationships Between Social Skills, Behavioral Problems, and School Readiness for Head Start Children." NHSA Dialog 10, no. 2 (2007): 109–26. http://dx.doi.org/10.1080/15240750701487868.

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Schmitt, Sara A., Megan M. McClelland, Shauna L. Tominey, and Alan C. Acock. "Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention." Early Childhood Research Quarterly 30 (2015): 20–31. http://dx.doi.org/10.1016/j.ecresq.2014.08.001.

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Lipscomb, Shannon T., Megan E. Pratt, Sara A. Schmitt, Katherine C. Pears, and Hyoun K. Kim. "School readiness in children living in non-parental care: Impacts of Head Start." Journal of Applied Developmental Psychology 34, no. 1 (2013): 28–37. http://dx.doi.org/10.1016/j.appdev.2012.09.001.

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Limlingan, Maria C., Christine M. McWayne, Elizabeth A. Sanders, and Michael L. López. "Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness." American Educational Research Journal 57, no. 1 (2019): 339–70. http://dx.doi.org/10.3102/0002831219855694.

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The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

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Powell, Douglas R., Karen E. Diamond, Kathryn E. Bojczyk, and Hope K. Gerde. "Head Start Teachers' Perspectives on Early Literacy." Journal of Literacy Research 40, no. 4 (2008): 422–60. http://dx.doi.org/10.1080/10862960802637612.

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Improvements in early literacy outcomes are increasingly expected of prekindergarten education programs such as Head Start. Although preschool teachers are central to promoting skills linked to subsequent reading and writing competence, their views of early literacy have received minimal research attention. This study employed focus group methodology to examine perspectives on early literacy in two samples of Head Start teachers ( N = 148) representing six different programs serving diverse communities in the Midwest. Analyses of 29 focus group sessions indicated that teachers were generally supportive of the inclusion of literacy goals for children but offered differing views on the relation of literacy to other goals. A dominant view was that growth in other developmental domains, especially social-emotional development, was a requisite to literacy development. Other perspectives included concurrent attention to growth in literacy and other areas, or an emphasis on children's literacy skills as a requisite to progress in other domains. Teachers' conceptions of early literacy emphasized alphabet knowledge with minimal attention to phonological sensitivity skills. Variations in children's literacy skills and interests were attributed to child readiness to a greater extent than to classrooms and families. There were two general patterns in teachers' descriptions of literacy instruction in their classrooms. Some teachers described their primary role as providing literacy materials and activities that children pursue when they are ready. Other teachers described practices that actively seek to ensure that all children engage in literacy learning. Implications for professional development opportunities and guidance on learning outcomes are discussed.

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Hurley, Annette, Michelle Willis, Megan Guidry, Dan Bode, Marissa L. Corneille, and Sara Mills. "A Program Review of Head Start and Elementary School Hearing Screenings." Language, Speech, and Hearing Services in Schools 51, no. 2 (2020): 345–52. http://dx.doi.org/10.1044/2019_lshss-19-00012.

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Purpose The purpose of this study was to review quality benchmarks from hearing screening programs conducted at local Head Start centers and preschool and elementary schools associated with our university training programs. Method Hearing screening results from 6,043 children were reviewed. Hearing screening was accomplished using either distortion product otoacoustic emissions (DPOAEs) at Head Start centers, pure-tone audiometry at preschool and elementary schools, and tympanometry at all settings. All children who did not pass the initial screening were screened a second time. Referrals were made if a child did not pass the automated DPOAE pass criteria for one ear, failed at least one pure-tone frequency for one ear, or had abnormal tympanometry in one ear. Results Refer rates were 10.9% for DPOAEs and 11.4% for pure-tone audiometry and tympanometry, with an overall refer rate of 11%. Conclusions Our hearing screening program review yielded refer rates that are similar to other published reports for this population. Presently, there are no published target refer rates for hearing screening programs in preschool and elementary schools. Although we were not able to complete other program quality benchmark indicators including sensitivity and specificity, these data may support benchmarks for other hearing screening programs.

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Vitiello, Virginia E., Daryl B. Greenfield, Pelin Munis, and J'Lene George. "Cognitive Flexibility, Approaches to Learning, and Academic School Readiness in Head Start Preschool Children." Early Education and Development 22, no. 3 (2011): 388–410. http://dx.doi.org/10.1080/10409289.2011.538366.

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Zhai, Fuhua, Jeanne Brooks-Gunn, and Jane Waldfogel. "Head Start and urban children's school readiness: A birth cohort study in 18 cities." Developmental Psychology 47, no. 1 (2011): 134–52. http://dx.doi.org/10.1037/a0020784.

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Bierman, Karen L., Marcela M. Torres, Celene E. Domitrovich, Janet A. Welsh, and Scott D. Gest. "Behavioral and Cognitive Readiness for School: Cross-domain Associations for Children Attending Head Start." Social Development 18, no. 2 (2009): 305–23. http://dx.doi.org/10.1111/j.1467-9507.2008.00490.x.

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Stacks, Ann M., and Toko Oshio. "Disorganized attachment and social skills as indicators of Head Start children's school readiness skills." Attachment & Human Development 11, no. 2 (2009): 143–64. http://dx.doi.org/10.1080/14616730802625250.

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Berhenke, Amanda, Alison L. Miller, Eleanor Brown, Ronald Seifer, and Susan Dickstein. "Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates." Early Childhood Research Quarterly 26, no. 4 (2011): 430–41. http://dx.doi.org/10.1016/j.ecresq.2011.04.001.

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Son, Seung-Hee Claire, Kyong-Ah Kwon, Hyun-Joo Jeon, and Soo-Young Hong. "Head Start Classrooms and Children’s School Readiness Benefit from Teachers’ Qualifications and Ongoing Training." Child & Youth Care Forum 42, no. 6 (2013): 525–53. http://dx.doi.org/10.1007/s10566-013-9213-2.

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Lee, RaeHyuck, Fuhua Zhai, Jeanne Brooks-Gunn, Wen-Jui Han, and Jane Waldfogel. "Head start participation and school readiness: Evidence from the early childhood longitudinal study–birth cohort." Developmental Psychology 50, no. 1 (2014): 202–15. http://dx.doi.org/10.1037/a0032280.

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Greenfield, Daryl B., and Carmen Nicholas. "Building Statewide Partnership Capacity to Assess School Readiness for Florida Head Start Children and Families." NHSA Dialog 4, no. 2 (2001): 197–209. http://dx.doi.org/10.1207/s19309325nhsa0402_2.

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Zhai, Fuhua, Jane Waldfogel, and Jeanne Brooks-Gunn. "Head Start, Prekindergarten, and Academic School Readiness: A Comparison Among Regions in the United States." Journal of Social Service Research 39, no. 3 (2013): 345–64. http://dx.doi.org/10.1080/01488376.2013.770814.

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McWayne, Christine M., Debbie L. Hahs-Vaughn, Katherine Cheung, and Linnie E. Green Wright. "National profiles of school readiness skills for Head Start children: An investigation of stability and change." Early Childhood Research Quarterly 27, no. 4 (2012): 668–83. http://dx.doi.org/10.1016/j.ecresq.2011.10.002.

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Bell, Elizabeth R., Daryl B. Greenfield, and Rebecca J. Bulotsky-Shearer. "Classroom age composition and rates of change in school readiness for children enrolled in Head Start." Early Childhood Research Quarterly 28, no. 1 (2013): 1–10. http://dx.doi.org/10.1016/j.ecresq.2012.06.002.

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43

Epstein, Ann S. "Pathways to Quality in Head Start, Public School, and Private Nonprofit Early Childhood Programs." Journal of Research in Childhood Education 13, no. 2 (1999): 101–19. http://dx.doi.org/10.1080/02568549909594732.

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Bustamante, Andres S., and Annemarie H. Hindman. "Classroom Quality and Academic School Readiness Outcomes in Head Start: The Indirect Effect of Approaches to Learning." Early Education and Development 30, no. 1 (2018): 19–35. http://dx.doi.org/10.1080/10409289.2018.1540249.

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McWayne, Christine M., Katherine Cheung, Linnie E. Green Wright, and Debbie L. Hahs-Vaughn. "Patterns of school readiness among head start children: Meaningful within-group variability during the transition to kindergarten." Journal of Educational Psychology 104, no. 3 (2012): 862–78. http://dx.doi.org/10.1037/a0028884.

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46

Watts, Tyler, Deanna Ibrahim, Alaa Khader, Chen Li, Jill Gandhi, and Cybele Raver. "Exploring the Impacts of an Early Childhood Educational Intervention on Later School Selection." Educational Researcher 49, no. 9 (2020): 667–77. http://dx.doi.org/10.3102/0013189x20935060.

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In the current article, we examine the long-run school selection patterns of children randomly assigned to the Chicago School Readiness Project, an early childhood educational (ECE) intervention that aimed to improve the quality of Head Start classrooms serving low-income communities. Analyses suggest that adolescents who participated in the program were more likely to opt out of their assigned neighborhood school and attend schools with better indicators of academic performance. Further analyses suggested that these selection patterns began in elementary school, although elementary school quality explained only a small portion of the effect on high school selection. Results suggest that intensive ECE interventions could have lasting effects on children’s patterns of selection into later educational environments.

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Donica, Denise K., Amy Goins, and Leslie Wagner. "Effectiveness of Handwriting Readiness Programs on Postural Control, Hand Control, and Letter and Number Formation in Head Start Classrooms." Journal of Occupational Therapy, Schools, & Early Intervention 6, no. 2 (2013): 81–93. http://dx.doi.org/10.1080/19411243.2013.810938.

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Brown, Eleanor D., Mallory L. Garnett, Blanca M. Velazquez-Martin, and Timothy J. Mellor. "The art of Head Start: Intensive arts integration associated with advantage in school readiness for economically disadvantaged children." Early Childhood Research Quarterly 45 (2018): 204–14. http://dx.doi.org/10.1016/j.ecresq.2017.12.002.

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Bustamante, Andres S., and Annemarie H. Hindman. "Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start." Early Childhood Research Quarterly 52 (2020): 124–37. http://dx.doi.org/10.1016/j.ecresq.2018.06.003.

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Landry, Susan H., Tricia A. Zucker, Janelle J. Montroy, et al. "Replication of combined school readiness interventions for teachers and parents of head start pre-kindergarteners using remote delivery." Early Childhood Research Quarterly 56 (2021): 149–66. http://dx.doi.org/10.1016/j.ecresq.2021.03.007.

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