Does Head Start differentially benefit children with risks targeted by the program's service model?

Miller, Elizabeth; Farkas, George; Duncan, Greg J.

doi:10.1016/j.ecresq.2015.08.001

Cited by 18 publications

(14 citation statements)

References 56 publications

(64 reference statements)

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“…An example of this is Head Start, the largest preschool program in the United States, which is means tested. That is, eligibility is linked to the Federal Poverty Line so that only those meeting standards of poverty and need are eligible (Miller et al., ; U.S. DHHS, , ). As would be expected if the program is stigmatized, Head Start teachers earn less (about half of what public school teachers do) and the program is often criticized as unsuccessful despite successes, including increased likelihood of high school completion by early twenties (Deming, ; Garces, Thomas, & Currie, ), and other social benefits including reducing long‐term crime rates (Garces et al., ).…”

Section: Geography Place In Social Hierarchy and Educational Outcomesmentioning

confidence: 99%

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement

Oyserman

Lewis²

2017

Social Issues Policy Review

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African Americans, Latinos, and Native Americans aspire to do well in school but often fall short of this goal. We use identity‐based motivation theory as an organizing framework to understand how macrolevel social stratification factors including minority–ethnic group membership and low socioeconomic position (e.g., parental education, income) and the stigma they carry, matter. Macrolevel social stratification differentially exposes students to contexts in which choice and control are limited and stigma is evoked, shaping identity‐based motivation in three ways. Stratification influences which behaviors likely feel congruent with important identities, undermines belief that one's actions and effort matter, and skews chronic interpretation of one's experienced difficulties with schoolwork from interpreting experienced difficulty as implying importance (e.g., “it's for me”) toward implying “impossibility.” Because minority students have high aspirations, policies should invest in destigmatizing, scalable, universal, identity‐based motivation‐bolstering institutions and interventions.

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Section: Geography Place In Social Hierarchy and Educational Outcomesmentioning

confidence: 99%

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement

Oyserman

Lewis²

2017

Social Issues Policy Review

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“…During the first summer of Head Start's implementation, 34 tribal Head Start programs were opened, and today there are about 150 tribally run Head Start programs that serve nearly 20,000 AIAN children (Malone, Bernstein, Atkins-Burnett, & Xue, 2018). Several studies suggest these children enrolled in Head Start programs display considerable gains in developmental competencies while in the program (Bitler, Domina, Penner, & Hoynes, 2016;Miller, Farkas, Vandell, & Duncan, 2014;Miller, Farkas, & Duncan, 2016); however, pundits debate whether there are positive, long-term effects of Head Start matriculation (Jenkins et al, 2018;Puma et al, 2010).…”

Section: Strengthening Behavioral Competencementioning

confidence: 99%

Native American children and school readiness: A nationally representative study of individual and cumulative risks

Riser

Rouse

Dorius

et al. 2019

Children and Youth Services Review

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Using a nationally representative dataset (Early Childhood Longitudinal Study-Birth Cohort) and bioecological-cumulative disadvantage framework, the present study examined school readiness among American Indian and Alaska Native (AIAN) children. It investigated the relations between salient child and family risk experiences (i.e., poverty, preterm/low birth weight, low maternal education, single motherhood, inadequate prenatal care, teen motherhood, and severe maternal depression), and kindergarten academic (i.e., reading and math) and behavioral outcomes (i.e., social competence, approaches to learning, and externalizing behaviors). Descriptive statistics (representative of children born in 2001) revealed 58.5% of AIAN children experienced poverty at least once prior to kindergarten entry and 45% experienced two or more risks. Hierarchical linear regression examining cumulative risk counts

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“…Teachers should help students understand the meaning of service learning and what they can do. Similarly, according to Miller, Farkas, and Duncan (2016) that therefore the match between children"s characteristics, including prior experiences and needs, and the services offered by Head Start is crucial in determining whether the program is appropriate and successful for a given child. According to Crawford et.…”

Section: Servicementioning

confidence: 99%

The Management of Kindergarten Students of Little Koala Montessori Karawaci Tangerang

Andriany

Soefijanto

Wahyudi

2018

int.jour.sci.res.mana

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This research aims to analyze the process of management of the students. Research was conducted at the Kindergarten Little Koala Montessori Karawaci Tangerang. Methods used the case study method by using a qualitative approach. The results showed, (1) analyzed the need for class capacity, student and teacher ratios, planned new online learner acceptance, interest and talent search and learner ability through psychological test to explore interest and talent and readiness learning, (2) making and revising the school rules of conduct book applicable to learners and understood by parents, picking up students, and ordering the parent contact book and trying to communicate in it or face-to-face directly outside the teaching hours of teachers with the promise (3) provide counseling services to solve problems in the development of learners, learning difficulties, prepare mental development, and instill confidence, character formation, and the availability of facilities and infrastructure such as books in the central library and mini library, healthy canteen school, computer lab, plant area, pets up a special swimming pool for Little Koala Montessori (4) daily learning reports in daily lesson, weekly study reports aimed at principals, Montessori monthly report cards, and reports from the Education Board and building cooperation with graduates and parents student. Based on the findings, it was concluded that the montessori plus method of effective learning management for learners.

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Does Head Start differentially benefit children with risks targeted by the program's service model?

Cited by 18 publications

References 56 publications

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement

Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement

Native American children and school readiness: A nationally representative study of individual and cumulative risks

The Management of Kindergarten Students of Little Koala Montessori Karawaci Tangerang

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