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Overall Findings and Implications for Programs From the Early Head Start Research and Evaluation Project

. The Early Head Start Program. Two-generation programChild development with parenting education and self-sufficiencyFollows the Head Start Program Performance StandardsProgram models fit community needs?center-based, home-based, or mixed approachAny program can apply to become a Head Start prog

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Overall Findings and Implications for Programs From the Early Head Start Research and Evaluation Project

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    1. Overall Findings and Implications for Programs From the Early Head Start Research and Evaluation Project

    2. The Early Head Start Program Two-generation program Child development with parenting education and self-sufficiency Follows the Head Start Program Performance Standards Program models fit community needs—center-based, home-based, or mixed approach Any program can apply to become a Head Start program; most are affiliated with Head Start programs to begin with. Over 700 programs serving about 62,000 children

    3. The Early Head Start Research and Evaluation Project Began in 1995; reports to Congress in 2001 and 2002 Led by Mathematica Policy Research and Columbia University’s Center for Children and Families Local researchers in 15 universities involved In 17 Early Head Start programs—about 1/3 center-based, 1/3 home-based, and 1/3 mixed-approach Followed 3,001 children and families from enrollment in program until child age 3 Used random assignment—program and control group

    4. Research Conducted by Early Head Start Research Consortium Research institutions in the Consortium (and principal researchers) include ACF (Rachel Chazan Cohen, Judith Jerald, Esther Kresh, Helen Raikes, and Louisa Tarullo); Catholic University of America (Michaela Farber, Lynn Milgram Mayer, Harriet Liebow, Christine Sabatino, Nancy Taylor, Elizabeth Timberlake, and Shavaun Wall); Columbia University (Lisa Berlin, Christy Brady-Smith, Jeanne Brooks-Gunn, and Alison Sidle Fuligni); Harvard University (Catherine Ayoub, Barbara Alexander Pan, and Catherine Snow); Iowa State University (Dee Draper, Gayle Luze, Susan McBride, Carla Peterson); Mathematica Policy Research (Kimberly Boller, Ellen Eliason Kisker, John M. Love, Diane Paulsell, Christine Ross, Peter Schochet, Cheri Vogel, and Welmoet van Kammen); Medical University of South Carolina (Richard Faldowski, Gui-Young Hong, and Susan Pickrel); Michigan State University (Hiram Fitzgerald, Tom Reischl, and Rachel Schiffman); New York University (Mark Spellmann and Catherine Tamis-LeMonda); University of Arkansas (Robert Bradley, Mark Swanson, and Leanne Whiteside-Mansell); University of California, Los Angeles (Carollee Howes and Claire Hamilton); University of Colorado Health Sciences Center (Robert Emde, Jon Korfmacher, JoAnn Robinson, Paul Spicer, and Norman Watt); University of Kansas (Jane Atwater, Judith Carta, and Jean Ann Summers); University of Missouri-Columbia (Mark Fine, Jean Ispa, and Kathy Thornburg); University of Pittsburgh (Carol McAllister, Beth Green, and Robert McCall); University of Washington School of Education (Eduardo Armijo and Joseph Stowitschek); University of Washington School of Nursing (Kathryn Barnard and Susan Spieker); and Utah State University (Lisa Boyce and Lori Roggman).

    5. Early Head Start Research Sites

    6. Many Measures Used in the Project

    7. Positive Impacts: Multiple Dimensions of Children’s Development

    8. Positive Impacts: Multiple Dimensions of Children’s Development (cont.)

    9. Positive Impacts in Many Areas of Parenting

    10. The Program Had Positive Effects on Aspects of Parent Self-Sufficiency

    11. Most Family Subgroups Benefited Of 27 subgroups of families studied, nearly all had positive impacts. Strongest impacts: parents who enrolled while pregnant; parents with 3 demographic risk factors, and African American parents. Notable groups with positive impacts: teen parents and parents with depressive symptoms at enrollment. Few positive impacts: parents with 4 and 5 demographic risk factors.

    12. Findings in Program Subgroups Told Important Stories Program approaches—center-based, home-based and mixed-approach—all had positive impacts but patterns were different. Program implementation mattered—early- and later-implemented programs had the strongest patterns of impacts. Early-implemented mixed-approach programs had the strongest pattern of impacts found in the study.

    13. Conclusions Early Head Start was broadly effective across a wide array of outcomes and family subgroups. In several subgroups, impacts were larger as well as broad, demonstrating potential of the program for the future. The evaluation points to ways programs can build on a good beginning.

    14. How Can Early Head Start Build on a Good Beginning? Intensify and specialize services for families with greatest risk. Provide more intensive services for children in home-based programs and for parents in center-based programs. Learn from the mixed model. Begin services early, during pregnancy if possible. Implement well and early.

    15. For More Information…

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