scholarly journals Parent Involvement in Head Start and Children's Development: Indirect Effects Through Parenting

2015 ◽  
Vol 78 (2) ◽  
pp. 562-579 ◽  
Author(s):  
Arya Ansari ◽  
Elizabeth Gershoff
Keyword(s):  
Parent Involvement ◽  
Head Start ◽  
Indirect Effects ◽  
Children's Development ◽  
Children’S Development

Developmental-ecological perspectives on Head Start children's development and learning: Five studies using the FACES datasets

2010 ◽  
Author(s):  
Annemarie Hindman ◽  
Daryl B. Greenfield ◽  
Christine McWayne ◽  
Katherine Cheung ◽  
Rebecca J. Bulotsky-Shearer ◽  
...  
Keyword(s):  
Head Start ◽  
Children's Development ◽  
Children’S Development

Are All Head Start Classrooms Created Equal? Variation in Classroom Quality Within Head Start Centers and Implications for Accountability Systems

2019 ◽  
Vol 57 (2) ◽  
pp. 504-534
Author(s):  
Terri J. Sabol ◽  
Emily C. Ross ◽  
Allison Frost
Keyword(s):  
Social Skills ◽  
Head Start ◽  
Instructional Quality ◽  
Well Being ◽  
Classroom Quality ◽  
High Stakes ◽  
Accountability Systems ◽  
Important Variation ◽  
Children's Development ◽  
Children’S Development

Most accountability policies monitor Head Start quality at the center level by selecting a subset of classrooms within a center to represent quality. This study explores variation in classroom quality in Head Start and implications for accountability systems and children’s well-being. We find that one third to one half of the variation in quality was due to differences between classrooms within center and that 37% of centers would receive different accountability decisions depending on which classrooms were selected. Average center-level quality was not related to children’s development. However, differences in within-center classroom instructional quality were related to children’s academic and social skills. Findings suggest that accountability systems miss important variation in classroom quality within centers, which may lead to inaccurate high-stakes decisions.

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