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ERIC Number: ED309880
Record Type: Non-Journal
Publication Date: 1989-May
Pages: 27
Abstractor: N/A
Reference Count: N/A
Are Head Start Effects Sustained? A Longitudinal Followup Comparison of Disadvantaged Children Attending Head Start, No Preschool, and Other Preschool Programs.
Lee, Valerie E.; And Others
This study investigated the sustained effects of Project Head Start for disadvantaged, black children in kindergarten and first grade. Participation in Head Start was compared to other forms of preschool experience and no preschool experience for disadvantaged children in two American cities in 1969-1970. Both preprogram background and cognitive differences were controlled in a covariance analysis design that used dependent measures in the cognitive, verbal, and social domains. Findings indicated that children who attended Head Start maintained educationally substantive gains in general cognitive and analytic ability, especially when compared to children without preschool experience. These effects were not as large as those found immediately after the Head Start intervention. Findings suggest an effect of preschool, rather than of Head Start per se. Initial findings of greater effectiveness of Head Start for children of below-average initial ability were reduced but not reversed. It is concluded that the diminuition of effects over time, especially for low-ability children, may reflect differences in quality of subsequent schooling or home environment. Nearly 60 references are cited. (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A