ERIC Number: ED480621
Record Type: Non-Journal
Publication Date: 2003-Sep
Reference Count: N/A
Head Start: Curriculum Use and Individual Child Assessment in Cognitive and Language Development. Report to Congressional Requesters.
Shaul, Marnie S.; Ward-Zukerman, Betty; Edmondson, Sara; Moy, Luann; Moriarity, Christopher; Picyk, Elsie
Responding to a Congressional request, the General Accounting Office examined Head Start programs' progress since January 1998 in meeting performance standards for cognitive and language development, their use of curricula since the performance standards for children's cognitive and language development were issued, and the use of teacher mentoring and individual child assessment to support curriculum planning. Information was gathered using data from Head Start compliance reviews and the Family and Child Experiences Survey from Spring 1998 and Fall 2000, as well as interviews with Health and Human Services regional officers. Findings, as presented in two congressional briefings, indicated that during 2000-2002 most programs met performance standards for overall curriculum and for cognitive and language development. In 1998 and 2000, Head Start teachers reported that programs used a specific curriculum or combinations or curricula; the largest percentage of children were in programs using either High Scope or Creative Curriculum. In 2000, children were more likely to listen to stories for which they saw print, to learn about prepositions, new words, the conventions or print and letters, and to retell stories on a daily or almost daily basis, than they were to work on phonics, write their name, or learn about rhyming words and word families. Teachers of about two-thirds of Head Start students had mentors. In 2000, teachers of 78 percent of Head Start children used individual assessments in instruction and overall curriculum planning. Almost 90 percent of children received individual assessments in cognitive and language development. (The bulk of the report is comprised of the slides used during the briefings.) (KB)
Descriptors: Cognitive Development, Curriculum Development, Early Childhood Education, Emergent Literacy, Language Skills, Mentors, National Standards, Preschool Children, Preschool Curriculum, Student Evaluation
U.S. General Accounting Office, 441 G Street, NW, Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: General Accounting Office, Washington, DC.
Identifiers - Assessments and Surveys: Head Start Family and Child Experiences Survey