ERIC Number: ED475962
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
Third National Even Start Evaluation: Program Impacts and Implications for Improvement.
St. Pierre, Robert; Ricciuti, Anne; Tao, Fumiyo; Creps, Cindy; Swartz, Janet; Lee, Wang; Parsad, Amanda; Rimdzius, Tracy
The Even Start Literacy Program, established in 1989, aims to simultaneously improve the literacy of children and their parents through (1) early childhood education; (2) parenting education; (3) adult education; and (4) parent-child joint literacy activities. The report details findings from the third national Even Start evaluation. The evaluation included two complementary studies: the Even Start Performance Information Reporting System (ESPIRS), which provided annual data on the universe of Even Start projects, and the Experimental Design Study (EDS) which examined Even Start effectiveness in 18 projects. The report draws on data collected in all four years of the ESPIRS as well as pretest and posttest data for 1999-2000 and 2000-2001 collected from the 18 EDS projects. Findings include the following: (1) While Even Start children and parents made gains on literacy assessments and other measures, children and parents in the 18 programs did not gain more than those in the control group, about one-third of whom received early childhood education or adult education services; (2) compared to Head Start, Even Start parents are much less likely to have a high school diploma, and Even Start families have substantially lower household income; (3) Even Start children and parents made small gains on literacy measures and scored low compared to national norms when they left the program; (4) families do not take full advantage of the services offered by Even start projects, participating in a small amount of instruction relative to their needs and program goals; (5) while early childhood classroom experiences provided by the EDS projects were of overall good quality, there was not sufficient emphasis on language acquisition and reasoning to produce measurable impacts and hence to achieve legislative outcomes; and (6) the extent to which parents and children participated in literacy services is related to child outcomes. (Contains 67 references.) (HTH)
Descriptors: Academic Achievement, Academic Failure, Adult Basic Education, Compensatory Education, Early Childhood Education, Early Intervention, Educational Innovation, Family Characteristics, Family Literacy, Family Programs, High Risk Students, High School Equivalency Programs, Parenting Skills, Parents, Program Descriptions, Program Effectiveness, Program Evaluation, Young Children
ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: firstname.lastname@example.org; Web site: http://www.ed.gov/pubs/edpubs.html.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC. Planning and Evaluation Service.
Authoring Institution: Abt Associates, Inc., Bethesda, MD.; Abt Associates, Inc., Cambridge, MA.