Research Findings: The ability to manage emotions is thought to be important for regulating stress at a physiological level, yet no prior published studies have examined young children's emotion understanding or knowledge in relation to the stress hormone cortisol. The present study investigated the statistical relation between emotion knowledge…

Using data from the Head Start Family and Child Experiences Survey 2009 Cohort, this study investigated the school readiness trajectories of 2,908 Head Start children from Head Start to kindergarten. Multilevel growth curve models examined differences by immigrant-origin status and the moderating role of enriching experiences. Research Findings:…

Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to…

Teachers in early childhood education (ECE) settings are central to providing children with high-quality experiences that promote both early development and long-term well-being; unfortunately, rates of teacher turnover are high in ECE settings. There are strong theoretical reasons to assume turnover is negatively linked with children's academic…

The Developmental Screening, Monitoring, and Enrichment (DSME) program for low-income children and families is an initiative developed to support the goal of the Healthy People 2020 and 2030 that aims to increase the number of healthy young children to be ready for school. The 8-week DSME program focuses on reducing health disparities and…

The Head Start Family and Child Experiences Survey (FACES) and the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) are separate studies done successively over time. One goal for these studies is to provide a national picture of children's readiness for school. In this research brief, the authors use…

The Head Start Act mandates that each Head Start recipient receive a monitoring review at least once every 3 years; each newly designated recipient be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all recipients that "fail to meet the standards" receive Follow-up reviews. Reviewers…

Quality in early childhood education (ECE) is central to equitable child development and preparation for formal schooling and has been widely studied by researchers and of interest to policy makers. As the federal pre-k program, Head Start is a key ECE context to understand quality and its implications for equity. One central measure of classroom…

The Head Start Act mandates that each Head Start grantee receive a monitoring review at least once every 3 years; each newly designated grantee be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all grantees that "fail to meet the standards" receive Follow-up reviews. Reviewers…

The Head Start Act mandates that each Head Start grantee receive a monitoring review at least once every 3 years; each newly designated grantee be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all grantees that "fail to meet the standards" receive Follow-up reviews. Reviewers…

This report presents a summary of the findings of fiscal year (FY) 2018 Head Start monitoring reviews, fulfilling the reporting requirement in Section 641A(f) of the Head Start Act. It highlights the enhancements made to the FY 2018 monitoring review system, summarizes grantee review outcomes, and describes the types of findings most commonly…

This report presents a summary of the findings of fiscal year (FY) 2017 Head Start monitoring reviews, fulfilling the reporting requirement in Section 641A(f) of the Head Start Act. It highlights the enhancements made to the FY 2017 monitoring review system, summarizes grantee review outcomes, and describes the types of findings most commonly…

In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students. [Funding for this report was provided by Title I funds.]