Head Start Impact Study. Final Report
Puma, Michael; Bell, Stephen; Cook, Ronna; Heid, Camilla; Shapiro, Gary; Broene, Pam; Jenkins, Frank; Fletcher, Philip; Quinn, Liz; Friedman, Janet; Ciarico, Janet; Rohacek, Monica; Adams, Gina; Spier, Elizabeth (2010). Administration for Children & Families. Retrieved from: https://eric.ed.gov/?id=ED507845
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examining3,697Students, gradePK
Head Start Intervention Report - Early Childhood Education
Review Details
Reviewed: July 2015
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Head Start.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Counting Bears Test |
Head Start vs. Business as usual |
0 Years |
4 year olds, Head Start year;
|
0.59 |
0.55 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
387.98 |
382.22 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
389.02 |
384.54 |
No |
-- | ||
|
Counting Bears Test |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
0.57 |
0.49 |
No |
-- | ||
|
McCarthy Scales of Children’s Abilities- Draw-A-Design Task |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
3.18 |
3.00 |
No |
-- | ||
|
McCarthy Scales of Children’s Abilities- Draw-A-Design Task |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Hispanic, Head Start;
|
3.33 |
3.19 |
No |
-- | ||
|
McCarthy Scales of Children’s Abilities- Draw-A-Design Task |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
4.47 |
4.23 |
No |
-- | ||
|
McCarthy Scales of Children’s Abilities- Draw-A-Design Task |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
4.80 |
4.57 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
406.34 |
404.44 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
459.75 |
458.16 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Calculation |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
461.76 |
460.46 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Math Reasoning Test |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
462.09 |
460.68 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Quantitative Concepts |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
464.56 |
463.28 |
No |
-- | ||
|
Counting Bears Test |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
0.33 |
0.31 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
455.16 |
454.13 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Calculation |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
460.99 |
460.19 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Math Reasoning Test |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
458.36 |
457.67 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
426.59 |
426.32 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
452.52 |
452.10 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Quantitative Concepts |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
461.79 |
461.28 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Calculation |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
463.28 |
463.07 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Math Reasoning Test |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
434.15 |
434.12 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Quantitative Concepts |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
441.83 |
441.88 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
486.96 |
487.70 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Calculation |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
491.28 |
491.52 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Math Reasoning Test |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
455.79 |
456.19 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Applied Problems subtest |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
431.39 |
432.35 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Quantitative Concepts |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
459.44 |
460.33 |
No |
-- | ||
|
Counting Bears Test |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
0.58 |
0.62 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Math Reasoning Test |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
436.65 |
438.06 |
No |
-- | ||
|
Woodcock-Johnson III (WJ-III): Quantitative Concepts |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
441.89 |
443.83 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Parent Emergent Literacy Scale (PELS) |
Head Start vs. Business as usual |
0 Years |
3 year olds, Head Start year;
|
2.86 |
2.35 |
Yes |
|
|
|
|
Parent Emergent Literacy Scale (PELS) |
Head Start vs. Business as usual |
0 Years |
4 year olds, Head Start year;
|
3.76 |
3.35 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Early Childhood Longitudinal Study–Kindergarten Reading (ECLS-K Reading) |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
98.61 |
96.63 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
0 Years |
3 year olds, Head Start year;
|
5.80 |
6.24 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
0 Years |
4 year olds, Head Start year;
|
5.60 |
5.80 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
0 Years |
3 year olds, Head Start year;
|
12.41 |
12.38 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
0 Years |
4 year olds, Head Start year;
|
12.46 |
12.48 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
0 Years |
3 year olds, Head Start year;
|
10.95 |
10.99 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
0 Years |
4 year olds, Head Start year;
|
11.01 |
11.06 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
5.50 |
6.58 |
Yes |
|
||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
1.58 |
2.02 |
Yes |
|
||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
12.55 |
12.20 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Hispanic, Head Start;
|
1.98 |
2.31 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
11.02 |
10.80 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
2.90 |
3.19 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Head Start;
|
1.71 |
2.00 |
Yes |
|
||
|
Total Problem Behavior Scale (TPBS), Withdrawn Behavior Subscale (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
0.64 |
0.81 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
12.66 |
12.41 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
2.71 |
2.96 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Structured Learning Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
50.14 |
48.81 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
5.70 |
6.18 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
2.24 |
2.47 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Withdrawn Behavior Subscale (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
0.71 |
0.83 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Withdrawn Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, White/Other, Head Start;
|
0.56 |
0.69 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Aggressive Behavior Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
48.24 |
49.00 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
11.10 |
11.01 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
12.64 |
12.53 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
12.64 |
12.53 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
5.57 |
5.87 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Head Start;
|
2.73 |
2.86 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Black, Head Start;
|
1.59 |
1.69 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, White/Other, Head Start;
|
1.61 |
1.74 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Inattentive/Hyperactive Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
51.03 |
51.46 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Inattentive/Hyperactive Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
50.66 |
51.13 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Oppositional Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
46.97 |
47.42 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
4.84 |
5.05 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Hispanic, Head Start;
|
6.45 |
6.61 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Head Start;
|
2.97 |
3.05 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
2.20 |
2.29 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Head Start;
|
1.71 |
1.77 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
1.91 |
1.99 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Aggressive Behavior Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
48.10 |
48.28 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Inattentive/Hyperactive Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
50.35 |
50.50 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Inattentive/Hyperactive Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
49.34 |
49.64 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Peer Interaction Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
51.33 |
51.53 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
12.66 |
12.63 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
2.41 |
2.47 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Black, Head Start;
|
2.85 |
2.82 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
1.43 |
1.46 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Withdrawn Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Head Start;
|
0.55 |
0.58 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Oppositional Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
47.79 |
47.88 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Oppositional Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
47.47 |
47.46 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Oppositional Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Black, Grade 1;
|
49.34 |
49.38 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Peer Interaction Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
51.04 |
51.15 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
12.64 |
12.63 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Black, Head Start;
|
5.48 |
5.52 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
5.25 |
5.27 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
2.55 |
2.56 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
2.50 |
2.48 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
2.00 |
2.01 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Withdrawn Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Black, Head Start;
|
0.44 |
0.44 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Withdrawn Behavior Subscale (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
0.97 |
0.98 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
11.09 |
11.13 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Hispanic, Head Start;
|
11.13 |
11.18 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Black, Head Start;
|
12.31 |
12.34 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
5.57 |
5.44 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Hispanic, Head Start;
|
3.17 |
3.13 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
2.27 |
2.23 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
11.10 |
11.17 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
11.05 |
11.12 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
11.02 |
11.09 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
11.13 |
11.18 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
6.30 |
6.14 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
5.18 |
4.99 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
1.48 |
1.39 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
1.65 |
1.56 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Aggressive Behavior Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
48.56 |
49.12 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Aggressive Behavior Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
49.08 |
48.52 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Structured Learning Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
51.03 |
50.29 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Shy/Socially Reticent Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
47.68 |
47.10 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
11.09 |
11.19 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
11.95 |
12.11 |
No |
-- | ||
|
Total Problem Behavior Scale (negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
5.38 |
5.13 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
1.56 |
1.44 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Withdrawn Behavior Subscale (Negative) |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Hispanic, Head Start;
|
0.66 |
0.58 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Structured Learning Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
51.84 |
50.76 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Structured Learning Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
51.96 |
50.77 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Withdrawn-Low Energy Behavior Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
49.87 |
49.22 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Withdrawn-Low Energy Behavior Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
50.06 |
49.35 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
4 Years |
4-year-old cohort, Grade 3;
|
0.02 |
0.12 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Hyperactive Behavior Subscale (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, Kindergarten;
|
1.53 |
1.39 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Withdrawn-Low Energy Behavior Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
48.95 |
48.00 |
No |
-- | ||
|
Total Problem Behavior Scale (TPBS), Aggressive Behavior Subscale |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
3.07 |
2.87 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Oppositional Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
49.03 |
47.82 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Peer Interaction Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
51.62 |
50.08 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Shy/Socially Reticent Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Grade 1;
|
48.00 |
46.76 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Hispanic, Head Start;
|
12.36 |
12.62 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Structured Learning Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
50.35 |
48.76 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
0 Years |
4-year-old cohort, Hispanic, Head Start;
|
12.24 |
12.53 |
No |
-- | ||
|
Social Competencies Checklist |
Head Start vs. Business as usual |
0 Years |
3-year-old cohort, Black, Head Start;
|
10.72 |
11.03 |
No |
-- | ||
|
Social Skills and Positive Approaches to Learning Scale |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, Hispanic, Grade 1;
|
12.68 |
13.06 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Problems with Teacher Interaction Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
50.59 |
47.71 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Shy/Socially Reticent Dimension (Negative) |
Head Start vs. Business as usual |
1 Year |
4-year-old cohort, White/Other, Kindergarten;
|
48.04 |
45.87 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Withdrawn-Low Energy Behavior Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
50.38 |
48.31 |
No |
-- | ||
|
Adjustment Scales for Preschool Intervention (ASPI), Shy/Socially Reticent Dimension (Negative) |
Head Start vs. Business as usual |
2 Years |
4-year-old cohort, White/Other, Grade 1;
|
48.66 |
46.17 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 51%
Male: 49% -
Rural, Urban
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- F
- G
- I
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- J
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- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
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- r
- s
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Midwest, Northeast, South, West
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Race Black 25% Other or unknown 5% White 25% -
Ethnicity Hispanic 44% Not Hispanic or Latino 56%
Study Details
Setting
The study was conducted using a nationally-representative sample of Head Start programs in the United States. Head Start programs in Puerto Rico were included in the original sample, but were analyzed separately and are not included in this report, since the assessments were provided only in Spanish, which is outside the scope of the review protocol for the Early Childhood Education topic area (version 3.0).
Study sample
The sample was created using a multistage process. All Head Start and delegate agencies in fiscal year 1998–99 were stratified by geography and demographic characteristics, and a random sample was then drawn from this list. Head Start and delegate agencies were excluded from the sample pool if they were new grantees, were administered by American Indian/Alaska Native tribal organizations, had participated in the Head Start Family and Child Experiences Survey (FACES) 2000, ran programs that were exclusively Early Head Start or Migrant and Seasonal Head Start, or had operated in communities in which most children participated in Head Start (this is because these programs were “saturated,” meaning there would be a limited chance of forming a comparison group, since so many children were already being served). Subsequently, eligible Head Start programs were randomly sampled from within delegate agencies. Similar to the criteria used above to exclude Head Start and delegate agencies, Head Start programs were excluded from the sample pool if they were saturated, had closed or merged with another program, were co-operated with a non-Head Start agency (e.g., a private preschool program), or were exclusively Early Head Start or Migrant and Seasonal Head Start programs. Finally, children were randomly selected from the applicant pool of each program and then randomly assigned either to be offered Head Start or to be in the comparison group. Programs were allowed to exclude a limited number of children from the random assignment process if they were thought to be “high-risk” and in particular need of Head Start services. These children were not included in the impact analysis. The study design and presentation of findings focused on two cohorts of children: Three-year-old cohort: Children who were 3-years-old when applying to Head Start. The baseline sample included 383 Head Start programs, 1,466 children in the Head Start group, and 988 children in the comparison group. The analytic sample (after attrition) included at most 2,062 children (1,278 intervention and 784 comparison) for the general reading achievement and social-emotional development outcome domains. Four-year-old cohort: Children who were 4-years-old when applying to Head Start. The baseline sample included 383 Head Start programs, 1,192 children in the Head Start group, and 815 children in the comparison group. The analytic sample (after attrition) included at most 1,635 children (1,008 intervention and 627 comparison), depending on the outcome. Children in both cohorts were followed through the spring of third grade. Approximately 50% of the 3-year-old children who were originally assigned to the comparison group enrolled in Head Start as 4-year-olds. As a result, the desired contest was not maintained after the first year. Any impacts examined with the 3-year-old cohort after the first year of Head Start were determined to not be a test of the effectiveness of Head Start and are not included in this intervention report.
Intervention Group
Head Start includes diverse program models, and the study intervention group did as well. The intervention group included: center-based programs with home visits (the most common type), programs in which Head Start staff visited families at their homes, family child care programs, and programs that combined these models. Individual Head Start programs maintained their standard practices during the study. The programs in the Head Start group varied in terms of their quality, the specific types of services provided, and the numbers of months and hours the programs were available. In addition, children’s attendance levels varied.
Comparison Group
Parents of children in the comparison group were free to enroll their children in any program other than the Head Start programs in the study (or to not enroll them in any program). Consequently, children in the comparison group experienced diverse types of early care and education settings ranging from parent-only care to programs that were similar in type and services to Head Start. Authors reported that 17.3% of the 3-year-old baseline comparison group were enrolled in Head Start programs that were not part of the study in spite of their study group assignment. Authors reported that 13.9% of the 4-year-old baseline comparison group were enrolled in Head Start programs that were not part of the study in spite of their study group assignment.
Support for implementation
The study did not report information on the support or professional development offered in Head Start programs.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Bitler, M. P., Hoynes, H. W., & Domina, T. (2013). Experimental evidence on distributional effects of Head Start (NBER Working Paper 20434). Cambridge, MA: NBER.
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Puma, Mike; Bell, Stephen; Cook, Ronna; Heid, Camilla; Broene, Pam; Jenkins, Frank; Mashburn, Andrew; Downer, Jason. (2012). Third Grade Follow-Up to the Head Start Impact Study: Final Report. OPRE Report 2012-45. Administration for Children & Families.
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Puma, Michael; Bell, Stephen; Cook, Ronna; Heid, Camilla; Lopez, Michael. (2005). Head Start Impact Study: First Year Findings. Administration for Children & Families.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).