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Head Start preschool classrooms prominently emphasize performance standards as a way to assess educational programs for young children. However, this approach is often criticized as not appropriate for the assessment of young children (Hallam et al., 2007). Standards outlined in the Head Start Child Outcomes Framework were developed as an assessment system in response to the need for increased accountability in early childhood care and education. The Child Outcomes Framework was developed in 2000 as an outline for outcomes that are expected for four-year-old children as they leave the Head Start program. The concern about this type of framework is that it potentially results in disconnect between appropriate assessment processes and outcomes.
Hallam et al. (2007) investigated the classroom quality associated with an intervention that linked authentic assessment practices with the Head Start child Outcomes Framework. These researchers conducted this study by observing twenty-six preschool classrooms involved in Head Start. The
... The control group in the study contained comparison classrooms that used only the assessment approach of the Head Start program. This program included an agency-developed lesson plan and a standardized assessment tool.
Specifically, the intervention approach used in the study was Project LINK, a program that aimed to promote connections between curriculum, assessment, and outcomes for the enhancement of success in school for children involved in the Head Start program (Hallam et al., 2007). The program was intended to be utilized as a means for the documentation of accountability, and was designed as an intervention and evaluation to be used over two years, with the first year consisting of examination of quality in the classroom and the…
Reference
Hallam, R., Graham-Brown, J., Gao, X., Brookshire, R. (2007). The effects of outcomes-driven authentic assessment on classroom quality. Early Childhood Research and Practice, 9(2). Retrieved 20 February 2012 from http://ecrp.uiuc.edu/v9n2/hallam.html.
Head Start, Social Control Theory For America's, nursery children in the ages of three years to five years and who belong to the low-income families, a complete services of progress including social services for their poor families is offered by a nationwide plan called Head Start. To meet particular requirements, about 1,400 community-based non-profit associations and school systems work out exclusive and novel programs. In 1965 the Head Start was started
The Family and Public Policy - Harvard Edition World. Executive Summary of Secretary of Health and Human Services Advisory Committee on Head Start Accountability and Educational Performance Measures Final Report (2007) Sadowski, Michael (2006) the School Readiness Gap. Harvard Education Letter July/August 2006. Online available at http://www.edletter.org/past/issues/2006-ja/readinessgap.shtml. Bolson, M.; Garcia, VC; Steinhaus, KA (2006) Implementing the Pre-Kindergarten Act: Progress Report. Online available at http://www.ped.state.nm.us/prek/downloads/03036/PreK%20Progress%20Report_Jan2006final.doc. Quality Pre-Kindergarten: Summary of Research Findings (2006) Online available
Launched in the year 1965, the Head Start program cultivates preparedness for school among kids from poor backgrounds by providing them with social, nutritional, educational, health and other relevant services. Ever since its introduction, the program has catered to over 33 million early childhood-age kids (0-5 years of age) and their family members. Figures for 2015 revealed program funding to cater to almost a million expectant mothers and early childhood-age
Zigler, and Muenchow 4) The part of the program that most stuck with Shriver was the fact that the program proved that it could actually increase the IQs of mentally handicapped children, significantly with the proper implementation of programs, a concept that was not accepted in academics at this time. (Zigler, and Muenchow 11) The program used the same materials as a traditional nursery school, but in a manner designed to stimulate
benefit analysis of whether the state of Alabama should fully fund an expanded preschool program. Various arguments for and against this idea are discussed. Arguments for increased funding of the state's prekindergarten program include: improved educational success and achievement; significant reduction of the need for grade retention; improved economic status; better health; less need for welfare; and reduced crime rates. Arguments against are mainly based on the huge initial
Head Start Program Improvement Efforts for Families to Show More Parental Engagement and Involvement with Children's Education. Description of the local problem (The local problem that prompted the study is clearly defined and is discussed in terms of the local setting and the larger population or education situation): According to the Head Start standards for family engagement and involvement, all Head Start programs must implement the Parent, Family and Community Engagement (PFCE)