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ERIC Number: ED245833
Record Type: RIE
Publication Date: 1984-Apr
Pages: 26
Abstractor: N/A
Reference Count: 0
Head Start: A Review of Research with Implications for Practice in Early Childhood Education.
Collins, Raymond C.
Preliminary findings of an analysis of Head Start research evidence amassed from 1965 to the present are reported in this document, along with a summary of conclusions from related studies of preschool programs. Specifically presented are long-term findings of the Consortium for Longitudinal Studies concerning the lasting benefits of preschool experience and the Perry Preschool Project's documented evidence of the cost-effectiveness of early childhood programs. It is asserted that these research-oriented projects demonstrated convincingly that the educational attainments and life circumstances of low income and minority children can be significantly improved. Discussion then centers on wide-ranging, up-to-date reviews that have recorded comprehensive and socially valuable Head Start program outcomes. Specifically summarized are findings of the Head Start Evaluation, Synthesis, and Utilization Project, which provided findings concerning the impact of Head Start on the cognitive and socioemotional development of children, child health, families of participating children, and community involvement. Preliminary findings of this report suggested that the pivotal issue in early childhood programs is no longer "Is preschool education effective?" or, "Does Head Start work?" Current relevant issues now focus specifically on (1) the combination of program variables leading to the greatest developmental gains at reasonable cost, and (2) the continuity of learning and developmental gains achieved in preschool and at home with curricula of the public schools. (RH)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Head Start Evaluation Synthesis and Utilization; Project Head Start
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).