Head Start gains downplayed

With good reason, a national study’s authors critical of Head Start urged that their findings be considered alongside existing research (“Head Start fails poor children,” Jan. 27). That research includes work by the University of Pennsylvania, finding that Head Start in Philadelphia significantly reduces risks that lead to poor academic and behavioral outcomes in young students.

Kindergarten through third-grade students perform better on standardized achievement tests and have better school attendance and fewer suspensions and grade retentions than students who did not attend Head Start, Penn found.

These findings differ significantly from those cited by the Heritage Foundation in its commentary on the Head Start Impact Study. Indeed, the commentary could have been titled “Head Start achieves stated goal: prepares children for kindergarten.” The national study found that Head Start children show significant improvements in vocabulary, early math and early literacy skills, and classroom behaviors by the time they reach kindergarten. It did reveal that, nationally, elementary schools are not doing a good enough job maximizing the gains – an issue some school districts have begun to address.

Much more must be done. But blaming Head Start for poor elementary education is like holding middle-school teachers accountable for high school student failure. Citing problems no doubt supports the foundation’s belief in reducing government spending on programs intended to help move families out of poverty. Yet, that’s something Head Start has been doing well for nearly 50 years.

Christie Balka, Public Citizens for Children and Youth, Philadelphia, cbalka@childrenfirstpa.org

Philadelphia Inquirer – February 5, 2013 – Read letter online