ERIC Number: EJ1045739
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Who Benefits Most from Head Start? Using Latent Class Moderation to Examine Differential Treatment Effects
Cooper, Brittany Rhoades; Lanza, Stephanie T.
Child Development, v85 n6 p2317-2338 Nov-Dec 2014
Head Start (HS) is the largest federally funded preschool program for disadvantaged children. Research has shown relatively small impacts on cognitive and social skills; therefore, some have questioned its effectiveness. Using data from the Head Start Impact Study (3-year-old cohort; N = 2,449), latent class analysis was used to (a) identify subgroups of children defined by baseline characteristics of their home environment and caregiver and (b) test whether the effects of HS on cognitive, and behavioral and relationship skills over 2 years differed across subgroups. The results suggest that the effectiveness of HS varies quite substantially. For some children there appears to be a significant, and in some cases, long-term, positive impact. For others there is little to no effect.
Descriptors: Preschool Education, Federal Programs, Disadvantaged Youth, Program Effectiveness, Multivariate Analysis, Preschool Children, Cognitive Ability, Child Behavior, Interpersonal Competence
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Sponsor: National Institute on Drug Abuse (DHHS/PHS)
Authoring Institution: N/A
IES Grant or Contract Numbers: P50-DA010075-17