One of the hallmarks of the Head Start program is the application of research to give our children the absolute very best in high quality and effective early childhood education. These new studies provide evidence that, since the last reauthorization, quality in Head Start classrooms has increased across the country.
This report discusses an independent evaluation, commissioned by the Administration for Children and Families (ACF). It was designed to learn about the implementation of DRS, including whether the conditions that put grants into competition provided a meaningful distinction in program quality between grantees that were required to compete and those that were not.
Learn more about DRS. This report provides extensive data, including characteristics of the programs required to compete and the competition outcomes across all four cohorts of DRS implementation. Learn more about past findings by grant size, geography, and grant type, including Tribal grants.
This report summarizes key information from CLASS Pre-K® monitoring reviews in fiscal years (FY) 2012-2015. National, regional, and state CLASS® scores are presented, as well as information about the characteristics of grantees, teachers, children, and classroom activities that were observed. Throughout the report, questions are posed to help readers think about the efforts their own programs are making toward quality improvement.
This report examines data from three successive cohorts (2006, 2009, and 2014) of the Head Start Family and Child Experiences Survey (FACES) for trends in observed classroom quality and some teacher characteristics. The brief addresses four key research questions: Has the observed quality of Head Start classrooms changed from 2006 to 2014, or from 2009 to 2014? Are there changes in mentoring in Head Start programs from FACES 2006 to 2014? Specifically, how many teachers report that they have a mentor? Who provides mentoring? Have the levels of education of Head Start teachers changed from FACES 2006 to 2014? Are changes in observed classroom quality across cohorts explained by changes in selected teacher characteristics (prevalence of mentoring, who provides mentoring, and level of education)?