A quantitative outcome analysis examining the effects of a Head Start preschool program

The two-fold purpose of this study was to (a) evaluate how children in a local Head Start program progress in several areas of development after one year of the Head Start intervention, and (b) to compare the progress of children in two different programs (e.g., half-day versus full-day). The preschool children were assessed using the Desired Results Developmental Profile Plus (DRDP+) on competence areas of cognitive growth, physical abilities, social-emotional competence, and health and safety behaviors. The independent variables were the time of assessment (fall, winter, spring) and program type (half-day versus full-day).; The sample in the current study included 262 preschoolers attending a Head Start program in the Los Angeles area. Representation of gender was approximately equal, with 47% males and 53% females. Thirteen percent of the participants were age 3, 53% were age 4, and 34% were age 5. Close to 90% of the participants were of Hispanic background.; The first hypothesis stated that participants will score significantly higher on overall improvement, as measured by the DRDP+, from fall to spring. This hypothesis was supported by the analysis. The second hypothesis stated that participants will score significantly higher on improvement in each of the four competency areas, as measured by the DRDP+, from fall to spring. This hypothesis was supported by the analysis. The third hypothesis stated that participants attending full-day programs will show significantly greater overall improvement on the DRDP+, than children attending half-day programs. This hypothesis was not supported by the analysis.; Exploratory analyses focused on specific areas of the DRDP+ to examine explicitly where children were showing improvement from fall to spring. The "themes" on the DRDP+ used in this analysis include, self-regulation, gross motor skills, and fine motor skills. Significant improvement over time was found in each area. Exploratory analyses also included an examination of the effect of program type on scores in each of the four "Child Desired Results" of the DRDP+, expecting that participants attending full-day programs would show significantly greater improvement in each of the four competency areas than children attending half-day programs. This was not supported by the analysis.