The Head Start program, established in 1965, aims to enhance the school readiness of low-income children by providing comprehensive services, including education, health, and family support. This approach targets children’s cognitive and socio-emotional development, health, and family well-being. Researchers using the Head Start Impact Study (HSIS) examined if the program effectively supports at-risk children. By creating risk factors based on the program model, they aimed to determine if Head Start benefits children with higher risk profiles. Results showed a mix of outcomes: while there was no significant improvement in high-risk children’s pre-academic skills, teacher-reported behavior problems were slightly reduced, contrasting with maternal-reported behavior problems, which increased. This suggests Head Start might better address behavioral aspects than pre-academic readiness. The study highlighted the need for better tailoring services to high-risk children, especially in cognitive development, indicating the importance of ongoing research to enhance Head Start's responsiveness to individual needs for better outcomes in school readiness.
Around 2.6 million American children have a parent currently or formerly incarcerated, constituting nearly 10% of those under 18. While the impact of parental incarceration on generations has gained attention, little research explores its effects on elementary-aged children’s education. Using Fragile Families and Child Wellbeing Study data, our research unveils a link between paternal incarceration during ages one to five and increased likelihood of grade retention in kindergarten to third grade. Notably, this isn’t tied to test scores or behavior issues; rather, teachers’ perceptions of academic ability seem pivotal. This highlights teachers’ role in children's lives post-paternal incarceration. It also underscores the interconnectedness of family, education, and the penal system. Educators could benefit from training to support kids of incarcerated fathers, while the penal system should recognize its impact on children’s education. Holistic policies acknowledging these links are crucial to break the cycle of inequality across generations.
A new survey examines California elementary school officials' awareness of AB-2109, a law tightening personal belief exemptions for school immunizations. Findings revealed limited understanding among respondents, with low awareness and knowledge of the law's details. Only health workers showed better comprehension. Despite this, schools planned to communicate the requirements to parents. Yet, officials highlighted the need for more staff education, district guidance, and support materials. The survey emphasizes the necessity of further information dissemination about AB-2109 to all school staff involved in implementing immunization policies, from enrollment to parent interaction, to ensure effective compliance.
For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.
