Head Start is a government-funded child-care program, a federal program began in 1965 and has been successful in enhancing the development and learning of children from low-income families. However, “the quality of programs is uneven across the country” and “… in many communities and states Head Start, the public schools, and other early childhood programs and providers operate in isolation from one another” (p. 437). What is the role of federal and state government play in ensuring early childhood program quality?
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Head Start is a national pre-k program delivering health, social services and education to children from low-income families. Because of the success of Head Start and public awareness about the value of early education, K-12 public school systems recognize the need for pre-k programs to prepare children for school success (Pre-K Now). With the growing number of state-funded pre-k programs, at-risk children and families have much more chances of early education. Based on the report of Pre-K Now and Center for Law and Social Policy (CLSP), state pre-k programs “vary significantly with some states offering multiple programs” (p. 14) and are available to children at risk for school failure.
Research has indicated that children from low-income families enter school behind their peers in academic skills. In order to assist preschool children preparing for kindergarten, it is necessary to provide high-quality early childhood programs to ensure their readiness to learn. However, as a result of inadequate federal funding, there are still many eligible children failing to have Head Start service. For this reason, Pre-K Now and CLSP claimed that in order to promote access to high-quality early childhood programs, federally funded Head Start needs to partner with state-funded pre-k through integrating multiple program models and funding sources (Pre-K Now).
Effective coordination among Head Start, pre-k, and other early childhood programs can enhance the quality of early childhood education so that providing the highest quality of services to all children. However, based on the report of Pre-K Now and CLSP, they addressed four challenges of coordination between Head Start and state pre-k; that is, their differences in missions, teacher credentials, services, and eligibility requirements. For instance, based on President’s proposal, in order to integrate pre-k programs with Head Start, Governors should address the goals of state pre-k and the eligibility. Also, a state accountability program, professional development and the use of funds should be addressed in the state plan. In spite of those differences, Head Start and state pre-k programs, through good leadership and careful evaluation of policies, can create a good partnership that ensuring early childhood program quality (Pre-K Now).
The White House. (n.d.). Head Start policy book: The President’s proposal to strengthen Head Start and improve preschool programs. Retrieved July 17, 2008, from http://www.whitehouse.gov/infocus/earlychildhood/hspolicybook/03.html
Pre-K Now. (2007, January 22). Better outcomes for all: Promoting partnerships between Head Start and state pre-k. Retrieved July 17, 2008, from http://www.preknow.org/documents/HeadStartPre-KCollaboration_Jan2007.pdf
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