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ERIC Number: EJ1159780
Record Type: Journal
Publication Date: 2017
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1934-5747
Varying States of Head Start: Impacts of a Federal Program across State Policy Contexts
Connors, Maia C.; Friedman-Krauss, Allison H.
Journal of Research on Educational Effectiveness, v10 n4 p675-703 2017
Classroom quality is critical for young children's learning, yet evidence suggests that the quality of early care and education (ECE) classrooms varies widely, even within federally administered Head Start. This study uses data from the nationally representative Head Start Impact Study to examine variation in children's access to formal and high-quality ECE by policy characteristics that demonstrate a state's commitment and approach to regulating ECE quality. Findings support existing evidence of the impact of randomization to Head Start on children's access to formal and high-quality ECE, and expand our understanding of the ways in which these impacts vary. Overall, we find that stronger state child care licensing regulations and other indicators of a child-friendly policy climate are associated with a smaller contrast between the Head Start versus control groups' access to both formal and high-quality ECE. This study also offers initial evidence that state regulations targeting the quality of an ECE program's professional environment may be particularly important for access to high-quality classrooms.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Administration for Children and Families (DHHS); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: 90YR0049/02; R305B080019