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Head Start Children's Entry into Public School:
A Report on the National Head Start/ Public Early Childhood Transition Demonstration
Study
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Executive
Summary
PART 1: HISTORY
AND BACKGROUND
-
Chapter
3: Context of Program Implementation: Diversity among Families, Schools,
and Communities
Chapter 4: Implementation
Chapter 5: Extent of Implementation
Chapter 6: Factors Influencing Variation
Chapter 7: What Contributes to Successful Implementation
PART 3: FINDINGS
Chapter 8: Report
of Investigations of the Comparability of Groups Prior to Outcome Analyses
Chapter 9: Change in
Schools and Classrooms
Chapter 10: Changes
in Family Well-being, Strengths, and Challenges
Chapter 11: Parent
Involvement in Children’s Learning and in Schools
Chapter 12: Children’s
Academic and Social Outcomes
APPENDIX
TECHNICAL REPORTS
-
Technical Report 1
Technical Report 2
Technical Report 3
Technical Report 4
Technical Report 5
Technical Report 6
TABLES AND FIGURES
Table 1: Design and enrollment of Former Head Start Children and Families
Longitudinal National Transition Demonstration Study
Table 2: Sample sizes for 30 sites in National Transition Demonstration
Study
Table 3: Characteristics of schools, compared to school districts and
counties participating in the Transition Demonstration Project
Table 4: Organizational and financial characteristics of participating
school districts
Table 5: Family types and key characteristics
Table 6: Patterns of family strengths and challenges by family type
Table 7: Percentage of sites indicating health service delivery by type
and area of need
Table 8: Percentage of sites providing information and education services
to participant groups
Table 9: Percentage of schools with health services staff available
Table 10: Health services provided
Table 11: Percentage of schools with social/emotional and family involvement
staff available
Table 12: Educational programs available in schools
Table 13: National Research Coordinating Team Ratings
Table 14: Program Implementation Profile ratings
Table 15: NRCT ratings for high- and low- implementation groups
Table 16: Factors potentially influencing variation in implementation
Table 17: Sample sizes by cohort and treatment condition
Table 18: Comparability of cohorts at baseline
Table 19: Comparability of treatment groups at baseline
Table 20: Percentage of families remaining in study
Table 21: Results of univariate analyses (logistic regression, predicting
loss to follow-up)
Table 22: Perceptions of school climate
Table 23: Transition practices as reported by principals and teacher
Table 24: Percentage of former Head Start families reporting services
by type by year
Table 25: Results of logistic regression analyses, predicting participation
in supportive programs by family type
Table 26: Activities engaged in by parent involvement staff, as reported
by principals
Table 27: Mean number of traditional and non-traditional parent involvement
opportunities
Table 28: Percentage of parent indicating at-home educational activities
with children
Table 29: Frequency of family routines as reported by caregivers
Table 30: School involvement opportunities for parents
Table 31: HLM analyses of academic and language scores over time
Table 32: HLM analyses of parent and teacher SSRS ratings
Table 33: Child outcomes by family type
Table 34: Parent ratings of children’s adjustment to school
Table 35: Ratings of children’s social adjustment
FIGURES
Figure 2.1: Revised Transition Conceptual Model
Figure 3.1: Family Strengths
Figure 3.2: Family Challenges
Figure 3.3: Example of profiles of family types within sites
Figure 4.1: Language programs
Figure 5.1: NRCT rating of family involvement component
Figure 5.2: Site self-ratings of degree of implementation – Family
Involvement
Figure 5.3: NRCT rating of education component
Figure 5.4: Site self-ratings of degree of implementation – Education
Figure 5.5: NRCT rating of social services component
Figure 5.6: Site self-ratings of degree of implementation – Social
Services
Figure 5.7: NRCT ratings of health, nutrition, and mental health component
Figure 5.8: Site self-ratings of degree of implementation – Health,
Nutrition, and Mental Health
Figure 5.9: Comparisons of NCRT and self-assessment ratings
Figure 6.1: Factors influencing variation in implementation
Figure 6.2: Challenges associated with characteristics
Figure 8.1: Program participation by treatment group
Figure 8.2: Cross-over patterns by treatment group
Figure 8.3: Drop-out patterns by treatment group
Figure 9.1: Scaled scores from Assessment Profile subscales, by treatment
group and over time
Figure 10.1: Percentage of families reporting increase in family income
Figure 10.2: Percentage of families reporting participation in at least
one job training program
Figure 10.3: Percentage of families reporting participation in at least
one educational program
Figure 10.4: Percentage of families reporting participation in at least
one family support program
Figure 11.1: Volunteer activities reported by parents
Figure 11.2: Parent participation in parent involvement opportunities
Figure 11.3: Parent participation in volunteer opportunities
Figure 11.4: Percentage of parents reporting learning interactions with
the child in the past week
Figure 11.5: Percentage of parents reporting involvement in school governance
activities
Figure 12.1: Academic performance of former Head Start children in the
first four years of school
Figure 12.2: Distance of estimated population means from reference score
Figure 12.3: Math - predicted quadratic growth curve with DC treatment
Figure 12.4: Math - predicted quadratic growth curve and school climate
Figure 12.5: Math - predicted quadratic growth curve & school transition
practices
Figure 12.6: Math - predicted quadratic growth curve for children in high
and low poverty schools
Figure 12.7: Reading - predicted growth curve with DC treatment
Figure 12.8: Reading - predicted quadratic growth curve and school climate
Figure 12.9: Reading - predicted quadratic growth curve and school transition
practices
Figure 12.10: Reading - predicted quadratic growth curve for children
in high and low poverty schools
Figure 12.11: Language - predicted quadratic growth curve and school transition
practices
Figure 12.12: Language - predicted quadratic growth curve for children
in high and low poverty schools
Figure 12.13: Parent SSRS - predicted quadratic growth curve with DC treatment
Figure 12.14: Percentage of children with positive school impressions:
Kindergarten and third grade
Figure 12.15: Academic performance of children with more and less positive
ratings of school in kindergarten
Figure 12.16: Teacher ratings of children’s performance
Figure 12.17: Special education placements of children with more and less
positive ratings of school
Figure 12.18: Percentage of special education placement by year in school
and initial treatment condition
Figure 12.19: Year of placement by initial treatment condition
Figure 12.20: In-class, partial day out of class, and full day out of
class placement by school treatment condition, by year in school
Figure 12.21: Distributions of special education, retained, and promoted
children by initial treatment conditions
Figure 12.22: Patterns of performance by children in special education
and retained in grade
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