The Impact of Attending a Head Start Program on a Student's Academic Performance in Selected First Grade Classrooms

Abstract

The purpose of this study was to determine the impact of Head Start programs on a student's academic success in selected first grade classrooms. The sample of this study included 12 students in 2 selected first grade classrooms. Of the 12 students, 6 participated in Head Start and 6 did not participate in Head Start, although they had qualified for participation. Data were collected using STAR Early Literacy results, academic grades, conduct grades, attendance, and standards-based report card rankings. Data were also collected using questionnaires and interviews with parents, current first grade teachers, and former Head Start teachers. Data were analyzed qualitatively and four trends were realized. Trend one indicated that Head Start participates out performed Non Head Start participates in the STAR Reading scores. Trend two and three indicated Head Start participates out performed Non-Head Start participates in reading and math grades issued by the teacher. Trend four indicated that Head Start participates out performed Non-Head Start participates in conduct grades. The results of the study suggest that Head Start programs did make an impact on student's academic success in selected first grade classrooms.