Strengthening Head Start: What the Evidence Shows. References

06/01/2003

Assel, M. A., Landry, S. H., Kerschen, L., Swank, P. R., Hebert, H. M., Gunnewig, S. (paper submitted for publication). An evaluation of a model pre-kindergarten program addressing language and literacy: The effects of quality professional development. The University of Texas-Houston Health Science Center, Division of Developmental Pediatrics.

Barnett, W. S. (1996). Lives in the balance: Benefit-cost analysis of the Perry Preschool Program through age 27. Monographs of the High/Scope Educational Research Foundation. Ypsilianti MI: High/Scope Press.

Barnett, W.S., & Boocock, S.S. (Eds.). (1998). Early care and education for children in poverty: Promises, programs, and long-term results. Albany, NY: SUNY Press.

Bender, W. N., & Golden, L. B. (1988). Adaptive behavior of learning disabled and non-learning disabled children. Learning Disability Quarterly, 11, 55-61.

Biemiller, A, Shany, M, Inglish, A., & Meichernbaum, D. (1998). Factors influencing childrens acquisition and demonstration of self-regulation on academic tasks. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation learning: From teaching to self-reflective practice, pp. 203-224.

Blankman, C., Teglasi, H., & Lawser, M. (2002). Thematic apperception, narrative schemas, and literacy. Journal of Psychoeducational Assessment, 20(3), 268-289.

Bohannon, J. N., Warren-Leubecker, A., & Hepler, N. (1984). Word order awareness and early reading. Child Development, 55, 1541-1548.

Bucci, A. F. Using Title I and local funds to build quality preschool programs in Charlotte-Mecklenburg: A Bright Beginning. Presentation to the conference of the Ensuring Student Success Through Collaboration Network, Louisville, KY, September, 1999. http://www.ccsso.org/initiatives.html (Accessed 29 May 2003)

Campbell, F. A., Ramey, C. T., Pungello, E. P., Sparling, J., & Miller-Johnson, S. (in press). Early Childhood Education: Young Adult Outcomes from the Abecedarian Project. Applied Developmental Science.

Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., & Ramey, C. T. (in press). The Development of Cognitive and Academic Abilities: Growth Curves from an Early Childhood Educational Experiment. Developmental Psychology.

Center for Law and Social Policy (CLASP). State Initiatives to Promote Early Learning: Next Steps in Coordinating Subsidized Child Care, Head Start, and State Pre-kindergarten. Policy brief, April 2001.

Charlotte-Mecklenburg Schools. http://www.cms.k12.nc.us/programs/brightbeginnings/brightbeginnings.asp (Accessed 29 May 2003)

Child Inc., Austin, Texas, http://www.childinc.org/ (Accessed 14 May 2003)

Clements, D. H., & Conference Working Group. (in press). Part one: Major themes and recommendations. In D. H. Clements, J. Sarama & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Findings of the 2000 national conference on standards for preschool and kindergarten mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Currie, J., & Thomas, D. (1995). Does Head Start make a difference? American Economic Review, 85(3), 341-364.

Denver Head Start "Great Kids" Web Site. http://www.denvergov.org/dephome.asp?depid=1220 (Accessed 13 May 2003)

Early Childhood Education and School Readiness: Conceptual Models, Constructs, and Measures, Workshop Summary. (http://www.nichd.nih.gov/crmc/cdb/p_learning.htm). Workshop sponsored by the National Institute of Child Health and Human Development, Administration for Children Youth and Families, and Office of the Assistant Secretary for Planning and Evaluation of the U.S. Department of Health and Human Services, June 17-18, 2002.

"Early Education and Child Care." Independence (MO) School District Web site. http://www.indep.k12.mo.us/District/DistrictProgramsServices.asp (Accessed 13 May 2003)

"ECE (Early Childhood Education.)" Early Education Department, Denver Public Schools. http://earlyeducation.dpsk12.org/stories/storyReader$7 (Accessed 13 May 2003)

Elster, C. (1994). Patterns within preschoolers emergent readings. Reading Research Quarterly, 29(4), 402-417.

Fuetsch, M. "State officials criticize Bush proposal for Head Start," from www.delawareonline.com, a service of The NewsJournal, 22 April 2003

Gianvecchio, L. & French, L. (2002) Sustained attention, inattention, receptive language, and story interruptions in preschool Head Start story time. Journal of Applied Developmental Psychology, 23(4), 393-407.

Gilliam, W. S. (2000). The school readiness initiative in South-Central Connecticut: Classroom quality, teacher training and service provision. Final report of findings for the fiscal year 1999.

Gilliam, W. S. (2001). The school readiness initiative in South-Central Connecticut: Classroom quality, teacher training, and service provision, FY 2000 update.

Gilliam, W. S., & Ripple, C. H. (in press). What can be learned from state-funded pre-kindergarten initiatives? A data-based approach to the Head Start devolution debate. In E. Zigler & S. J. Styfco (Eds.), The Head Start debates (friendly and otherwise). New Haven, CT: Yale University Press.

Gilliam, W. & Zigler, E. (2001). A critical meta-analysis of all evaluations of state-funded preschool from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15, 441-473

"Goals and Mission." Early Education Department, Denver Public Schools. http://earlyeducation.dpsk12.org/stories/storyReader$12 (Accessed 13 May 2003)

Head Start Act, 1998 reauthorization

Head Start FACES: Longitudinal Findings on Program Performance -- Third Progress Report (January 2001). Administration for Children and Families, U.S. Department of Health and Human Servces (http://www.acf.hhs.gov/programs/core/ongoing_research/faces/faces_pubs_reports.html)

Head Start FACES 2000: A Whole-Child Perspective on Program Performance (May, 2003). Administration for Children and Families, U.S. Department of Health and Human Services. (http://www.acf.hhs.gov/programs/core/ongoing_research/faces/srcd2003/2003_srcd_faces_intro.pdf)

Henderson, L. W., Basile, K. C., & Henry, G.T. (1999). Pre-kindergarten longitudinal study 1997-1998 school year: Annual Report. Prepared by the Applied Research Center, Andrew Young School of Policy Studies, Georgia State University for the Georgia Office of School Readiness.

Henry, G. T., Gordon, C. S., Mashburn, A., & Ponder, B. D. (2001). Pre-K Longitudinal Study: Findings from the 1999-2000 school year. Report prepared by the Applied Research Center, Andrew Young School of Policy Studies, Georgia State University for the Georgia Office of School Readiness.

Huffman, L. C., Mehlinger, S. L., & Kerivan, A. S. (2000). Risk factors for academic and behavioral problems at the beginning of school. http://www.nimh.nih.gov/childhp/huffman.pdf

Report commissioned by the Childrens Mental Health Foundations and Agencies Network.

Investing in Better Outcomes: The Delaware Early Childhood Longitudinal Study, University of Delaware Center for Disability Studies, April 2002

Landry, S. H., Swank, P. R., Smith, K. E., & Gunnewig, S. B. (paper submitted for publication). Enhancing cognitive readiness for pre-school children: Bringing a professional development model to scale. University of Texas-Houston Medical School, Department of Pediatrics.

Learning by Leaps and Bounds. Technical Report presented at Head Start 3rd National Research Conference, June 1996.

Lee, V. E., and Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.

McKey, T. H., Condelli, L., Ganson, H., Barrett, B. J., McConkey, C., & Plantz, M. C. (1985). The impact of Head Start on children, families and communities (Final report of the Head Start Evaluation, Synthesis, and Utilization project). Washington, DC: CSR.

Nation, K. & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21(2), 229-241.

National Assessment of Educational Progress (NAEP), National Center for Education Statistics. http://nces.ed.gov/nationsreportcard/

National Center for Education Statistics, U.S. Department of Education. Americas Kindergartners, February, 2000.

National Center for Education Statistics, U.S. Department of Education. Childrens Reading and Mathematics Achievement in Kindergarten and First Grade, March 2002.

National Center for Education Statistics, U.S. Department of Education. Entering Kindergarten: Findings from the Condition of Education 2000, March, 2001.

National Center for Education Statistics, U.S. Department of Education. The Kindergarten Year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, December, 2000.

National Governors Association Policy Position, HR-21, Child Care and Early Education Policy. Effective Winter Meeting 2002-Winter Meeting 2004. http://www.nga.org/nga/legislativeUpdate/policyPositionDetailPrint/1,1390,540,00.html

The Nations Report Card: Mathematics 2000. (August, 2001). National Assessment of Educational Progress (NAEP), National Center for Education Statistics, U.S. Department of Education.

The Nations Report Card: Reading 2000. (April, 2001). National Assessment of Educational Progress (NAEP), National Center for Education Statistics, U.S. Department of Education.

North Carolinas Early Care and Education System: Report to the North Carolina General Assembly, January 2003.

Office of the Assistant Secretary for Planning and Evaluation, "Enhancing the Well-Being of Young Children and Families in the Context of Welfare Reform: Lessons from Early Childhood, TANF, and Family Support programs." June 1999 Ohio state website, http://www.state.oh.us/.

Olofsson, A. & Niedersoe, J. (1999). Early langauge development and kindergarten phonological awareness as predictors of reading problems: From 3 to 11 years of age. Journal of Learning Disabilities, 32(5), 464-472.

Quality Counts 2002. Education Week, No. 17, January 10, 2002.

Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early intervention on high-risk children and their mothers. Applied Developmental Science, 4, 2-14.

Reynolds. A. J. (2000). Success in early intervention: The Chicago Child-Parent Centers. Lincoln, Nebraska: University of Nebraska Press.

Reynolds, A. J., Temple, J. A., Robertson, D.L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis, 24, 267-303.

Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest: A 15-year follow-up of low-income children in public schools. Journal of the American Medical Association, 285, 2339-2346.

Ripple, C. H., Gilliam, W. S., Chanana, N., & Zigler, E. (1999). Will fifty cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist, 54, 327-343.

Roth, R. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95(5), 259-272.

Rubin, H., Patterson, P. A., & Kantor, M. (1991). Morphological development and writing ability in children and adults. Language, Speech, & Hearing Services in Schools, 22(4), 228-235.

"Schools Home." Independence (MO) School District Web site. http://www.indep.k12.mo.us/Schools/SchoolsIndex.asp (Accessed 13 May 2003)

Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry Preschool study through age 27. Monographs of the High/Scope Educational Research Foundation, 10. Ypsilanti, MI: High/Scope Press.

Snow, C. E., Cancino, H., Gonzalez, P., & Schriberg, E. (1989). Giving formal definitions: An oral language correlate of school literacy. In D. Bloome (Ed.), Classrooms and Literacy (pp. 233-249). Norwood, NJ: Ablex.

State of Colorado General Assembly, HB02-1297, School readiness child care pilots, signed into law June 7, 2002.

Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38 (6), 934-947.

Sulzby, E. (1985). Childrens emergent readings of favorite storybooks: A developmental study. Reading Research Quarterly, 20, 458-481.

Texas Instruments Learning by Leaps and Bounds. http://www.texasinstruments.com/corp/docs/company/citizen/foundation/leapsbounds/overview.shtml (Accessed 2 June 2003)

United States General Accounting Office. Education and Care: Early Childhood Programs and Services for Low-Income Families, 2000.

United States General Accounting Office. Early Education and Care: Overlap Indicates Need to Assess Cross-Cutting Programs, 2000.

Whitehurst, G.J., Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 68, 848-872.

Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from pre-readers to readers. In S. Neuman & D. Dickinson (Eds.) Handbook of Early Literacy Research, pp. 11-29. New York: Guilford Press.

Worthy, J. (1996). Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults. Reading and Writing, 8(2), 139-159.

Xiange, Z, & Schweinhart, L. J. (2002). Effects five years later: The Michican School Readiness Program evaluation through age 10. Report prepared for the Michigan State Board of Education.

View full report

Preview
Download

"report.pdf" (pdf, 584.02Kb)

Note: Documents in PDF format require the Adobe Acrobat Reader®. If you experience problems with PDF documents, please download the latest version of the Reader®