My da|ra Login

Detailed view

metadata language: English

Head Start Impact Study (HSIS), 2002-2006 [United States]

Version
v0
Resource Type
Dataset : observational data, survey data
Creator
  • United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation
Other Title
  • HSIS, 2002-2006 (Alternative Title)
  • Archival Version (Subtitle)
Publication Date
2010-12-07
Publication Place
Ann Arbor, Michigan
Publisher
  • Inter-University Consortium for Political and Social Research
Funding Reference
  • United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation
Language
English
Free Keywords
Schema: ICPSR
child health; children; cognitive development; cognitive functioning; early childhood education; emotional development; families; Head Start; low income groups; parent child relationship; parents; program evaluation; school readiness
Description
  • Abstract

    Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low income children. Based on a "whole child" model, the program provides comprehensive services that include preschool education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. In the 1998 reauthorization of Head Start, Congress mandated that the United States Department of Health and Human Services determine, on a national level, the impact of Head Start on the children it serves. This legislative mandate required that the impact study address two main research questions: What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children? What difference does Head Start make to parental practices that contribute to children's school readiness? ; Under what circumstances does Head Start achieve the greatest impact? What works for which children? What Head Start services are most related to impact? ; The Head Start Impact Study addresses these questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and first grade years. It was conducted with a nationally representative sample of nearly 5,000 three- and four-year old preschool children across 84 nationally representative grantee/delegate agencies in communities where there are more eligible children and families than can be served by the program. The children participating were randomly assigned to either a treatment group (which had access to Head Start services) or a comparison group (which did not have access to Head Start services, but could receive other community resources). Data collection began in the fall of 2002 and ended in spring 2006, following children through the spring of their first grade year. Baseline data were collected through parent interviews and child assessments in fall 2002. The annual spring data collection included child assessments, parent interviews, teacher surveys, and teacher-child ratings. In addition, during the preschool years only, data collection included classroom and family day care observations, center director interviews, care provider interviews, and care provider-child ratings. The study examined differences in outcomes in several domains related to school readiness: children's cognitive, social-emotional, health, and parenting outcomes (e.g., reading to the child, use of spanking and time out, exposing children to cultural enrichment activities, safety practices, parent-child relationships). It also examined whether impacts differed based on characteristics of the children and their families, including the child's pre-academic skills at the beginning of the study; the child's primary language; whether the child has special needs; the mother's race/ethnicity; the primary caregiver's level of depressive symptoms; household risk; and urban or rural location. The Head Start Impact Study differs from other evaluations of early childhood programs in that it: represents children from the majority of Head Start programs,; represents a scaled-up federal program,; represents the full range of quality within the national program,; employs a randomized control design, the strongest design for testing impacts,; examines all domains of children's school readiness, as well as parenting outcomes,; follows children through their early years of elementary school, and; compares children who have access to Head Start to a control group that includes many children in center-based and other forms of early childhood education programs.;
  • Abstract

    The primary purpose of the Head Start Impact Study is to determine whether Head Start has impacts on participating children and their parents and whether any impacts vary among different types of children and families. By impact, we mean a difference between the outcomes observed for Head Start participants and what would have been observed for these same individuals had they not participated in Head Start.
  • Methods

    The study was designed to separately examine two cohorts of children, newly entering three- and four-year-olds. This design reflects the hypothesis that different program impacts may be associated with different age of entry into Head Start. Differential impacts were of particular interest in light of a trend of increased enrollment of the three-year-olds in some grantee/delegate agencies presumably due to the growing availability of preschool options for four-year-olds. Consequently, the study included two separate samples: a newly entering three-year-old group (to be studied through two years of Head Start participation i.e., Head Start year and age four year, kindergarten and first grade), and a newly entering four-year-old group (to be studied through one year of Head Start participation, kindergarten and first grade). Baseline data was collected through parent interviews and child assessments in fall 2002. Data collection included annual spring child assessments, parent interviews, teacher surveys, and teacher-child ratings. In addition, during the preschool years only, data collection included classroom/family day care observations, center director interviews, care provider interviews, and care provider-child ratings. Outcome measures were developed in four domains: child cognitive development, child social-emotional development, health, and parenting practices.
  • Methods

    The measures used in this study fall into three categories: (1) child and family demographics and other characteristics collected at baseline that were used as covariates in the impact analyses and also used to form child and family subgroups, (2) child and family outcomes measures (i.e. the variables on which program impacts were estimated), and (3) characteristics of the preschool and early elementary school experiences of the participating children.
  • Methods

    Presence of Common Scales: All assessments and other outcome measures are described in the HSIS Final Report.
  • Methods

    Response Rates: Response rates for each instrument by data collection period, cohort (three- or four-year old cohort), and status (treatment or control group) are provided in the User Guide.
  • Abstract

    Datasets:

    • DS0: Study-Level Files
    • DS1: Covariates and Subgroup Variables Data
    • DS2: Fall 2002 Child Assessment Data
    • DS3: Fall 2002 Parent Interview Data
    • DS4: Spring 2003 Child Assessment Data
    • DS5: Spring 2003 Child Experiences Data
    • DS6: Spring 2003 Parent Interview Data
    • DS7: Spring 2003 Teacher Survey Data
    • DS8: Spring 2003 Teacher's Child Report Data
    • DS9: Spring 2003 Center Director Interview Data
    • DS10: Spring 2003 Classroom Observation Data
    • DS11: Spring 2003 Care Provider Interview Data
    • DS12: Spring 2003 Family Child Care Observation Data
    • DS13: Spring 2004 Child Assessment Data
    • DS14: Spring 2004 Child Experiences Data
    • DS15: Spring 2004 Parent Interview Data
    • DS16: Spring 2004 Teacher Survey Data
    • DS17: Spring 2004 Teacher's Child Report Data
    • DS18: Spring 2004 Center Director Interview Data
    • DS19: Spring 2004 Classroom Observation Data
    • DS20: Spring 2004 Care Provider Interview Data
    • DS21: Spring 2004 Family Child Care Observation Data
    • DS22: Spring 2005 Child Assessment Data
    • DS23: Spring 2005 Parent Interview Data
    • DS24: Spring 2005 Teacher Survey Data
    • DS25: Spring 2005 Teacher's Child Report Data
    • DS26: Spring 2006 Child Assessment Data
    • DS27: Spring 2006 Parent Interview Data
    • DS28: Spring 2006 Teacher Survey Data
    • DS29: Spring 2006 Teacher's Child Report Data
    • DS30: Weights
    • DS31: Jackknife Factors
Temporal Coverage
  • Time period: 2002--2006
  • 2002 / 2006
Geographic Coverage
  • United States
Sampled Universe
All newly entering three- and four-year-olds in all Head Start programs operating in 2002-2003, except those serving only special populations (i.e., programs serving primarily only migrant or seasonal farmworkers and their families, American Indian or Alaskan Native tribal populations, or Early Head Start children), or very new programs.
Sampling
The Head Start Impact Study is based on a nationally representative sample of both Head Start programs and children. First time applicants to Head Start in fall 2002 were randomly selected from a nationally representative sample of Head Start programs.
Collection Mode
  • coded on-site observation
  • cognitive assessment test
  • face-to-face interview
  • mail questionnaire
  • paper and pencil interview (PAPI)
  • on-site questionnaire
Note
2018-02-08 The weights file has been updated to reflect the inclusion of center-level variables. The update to this weights file has been completed to facilitate center-level variance estimation and for merging with the Center Anaylsis File (available in ICPSR 36968). The Head Start Impact Study (HSIS) User Guide document has been updated. 2017-09-08 Question text was added to the collection and variables are now searchable.2015-10-14 The weights file has been revised to correct HSIS_CHILDID and remove missing data.2015-03-23 The Spring 2003 and Spring 2004 Classroom Observation files and Family Childcare Observation files have been updated to include 109 child-level records that were absent from the original observation files. In addition, the Spring 2003 and Spring 2004 Child Experiences files have been updated to correct the Preschool Service Capacity variable. Also, the weights file has been revised to include variables for variance estimation using replicate weights. Codebooks for all five revised data files have been updated. In addition, the codebook for the Covariates file has been updated with a correction to a value label for the derived Home Language variable. The User Guide includes an updated file count matrix (Table 6-1).2014-03-21 The Head Start Impact Study (HSIS) data was released in the standard ICPSR full product suite of files, which includes ready to use files in SPSS, Stata, SAS, and R formats. The original ASCII files with accompanying setup files are still available for use.2012-06-15 One variable (D_CA_ASSESSDATE) has been corrected from the unreadable raw SAS values into a readable date format. The Fall 2002, Spring 2003, Spring 2004, Spring 2005, and Spring 2006 Child Assessment Data files have all been corrected. In addition, the documentation for the Fall 2002 Child Assessment Data has been updated.2012-05-02 Thirty new variables were added to the Spring 2003 Classroom Observation Data file, Spring 2003 Family Child Care Observation Data file, Spring 2004 Classroom Observation Data file, and Spring 2004 Family Child Care Observation Data file. These variables contain source items for the Arnett subscale, mean, and total scores for each of these files. These variables are being added because the Arnett scale is publicly available. All data and documentation for these two years have been updated.2012-03-05 The Head Start Impact Study (HSIS) Instrument Matrix document was updated.2012-02-28 The Head Start Impact Study (HSIS) Instrument Matrix document was added to the collection.2012-02-01 Two variables (D_CA_WEEKOFTESTING and D_CA_AGEATTESTING) were removed from the Fall 2002 Child Assessment Data file. These variables are available in the Spring 2003 Child Assessment Data file.2011-03-04 A variable was added to the Child Assessment Data (Spring 2003, 2004 and 2005); the Teacher's Child Reports and Teacher Surveys (2003-2006) were udated to reflect the change. The Tips for Users and the Restricted Data Use Agreement were also updated. On February 23, 2011, Research Connections (www.researchconnections.org) hosted a Webinar Data Training conducted by Westat, Inc. staff that introduced the HSIS data collection. Topics covered included HSIS Instruments, Data File Structure, Tips for Working with the Data and more. The recorded Webinar is now available for download (select "Other Data" from the download page) and can also be viewed directly from the Research Connections website. Funding institution(s): United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation (282-00-0022).
Availability
Delivery
One or more files in this study are not available for download due to special restrictions; consult the study documentation to learn more on how to obtain the data.
Alternative Identifiers
  • 29462 (Type: ICPSR Study Number)
Relations
  • Is previous version of
    DOI: 10.3886/ICPSR29462.v1
Publications
  • Ding, Peng, Feller, Avi, Miratrix, Luke W.. Decomposing treatment effect variation. Journal of the American Statistical Association.2019.
    • ID: 10.1080/01621459.2017.1407322 (DOI)
  • Mackintosh, Bonnie B., McCoy, Dana Charles. Exploring social competence as a mediator of Head Start's impact on children's early math skills: Evidence from the Head Start Impact Study. Early Education and Development.30, (5), 655-677.2019.
    • ID: 10.1080/10409289.2019.1576156 (DOI)
  • Mashburn, A., Yelverton, R.. Patterns of experiences across Head Start and kindergarten classrooms that promote children's development. Sustaining Early Childhood Gains: Program, School, and Family Influences.New York: Cambridge University Press. 2019.
    • ID: 10.1017/9781108349352.007 (DOI)
  • Orr, Larry L., Olsen, Robert B., Bell, Stephen H., Schmid, Ian, Shivji, Azim, Stuart, Elizabeth A.. Using the results from rigorous multisite evaluations to inform local policy decisions. Journal of Policy Analysis and Management.2019.
    • ID: 10.1002/pam.22154 (DOI)
  • Shapiro, Ann, Weiland, Christina. Corrigendum to: What is in a definition? The how and when of special education subgroup analysis in preschool evaluations (Educational Evaluation and Policy Analysis, (2018), (016237371882030), 10.3102/0162373718820307). Educational Evaluation and Policy Analysis.2019.
    • ID: 10.3102/0162373719830368 (DOI)
  • Shapiro, Anna, Weiland, Christina. What is in a definition? The how and when of special education subgroup analysis in preschool evaluations. Educational Evaluation and Policy Analysis.41, (2), 145-163.2019.
    • ID: 10.3102/0162373718820307 (DOI)
  • Barnes, Amanda C.. Head Start Impact on Parent Educational Practices and the Influence of Household Risk. Thesis, University of North Carolina at Greensboro. 2018.
  • Chor, Elise. Multigenerational Head Start participation: An unexpected marker of progress. Child Development.89, (1), 264-279.2018.
    • ID: 10.1111/cdev.12673 (DOI)
  • Fujimoto, Ken, Gordon, Rachel A., Hofer, Kerry G., Peng, Fang. Examining the category functioning of the ECERS-R across eight data sets. AERA Open.4, (1), 1-16.2018.
    • ID: 10.1177/2332858418758299 (DOI)
  • Jenkins, Jade M., Clements, Douglas H., Duncan, Greg J., Gershoff, Elizabeth, Magnuson, Katherine A., Sarama, Julie, Watts, Tyler W.. Do high quality kindergarten and first grade classrooms mitigate preschool fadeout?. Journal of Research on Educational Effectiveness.11, (3), 339-374.2018.
  • Jenkins, Jade M., Farkas, George, Sabol, Terri J.. Double down or switch it up: Should low-income children stay in Head Start for 2 years or switch programs?. Evaluation Review.42, (3), 1-35.2018.
    • ID: 10.1177/0193841X18786591 (DOI)
  • Kisbu-Sakarya, Yasemin, Cook, Thomas D., Tang, Yang, Clark, M.H.. Comparative regression discontinuity: A stress test with small samples. Evaluation Review.42, (1), 111-143.2018.
    • ID: 10.1177/0193841X18776881 (DOI)
  • Lee, Kyunghee. The duration effect of Head Start enrolment on parents. Journal of Social Work.1-17.2018.
    • ID: 10.1177/1468017318766427 (DOI)
  • McDermott, Paul A., Buek, Katharine, Chao, Jessica L., Reyes, Roland, Rovine, Michael J., Watkins, Marley W.. Initial assessment versus gradual change in early childhood behavior problems--Which better foretells the future?. Psychology in the Schools.55, (9), 1071-1085.2018.
    • ID: 10.1002/pits.22150 (DOI)
  • Morris, Pamela A., Bloom, Howard S., Connors, Maia C., Feller, Avi, Friedman-Krauss, Allison, McCoy, Dana Charles, Page, Lindsay C., Weiland, Christina, Yoshikawa, Hirokazu. New findings on impact variation from the Head Start Impact Study: Informing the scale-up of early childhood programs. AERA Open.4, (2), 1-16.2018.
    • ID: 10.1177/2332858418769287 (DOI)
  • Schmitt, Sara A., Lipscomb, Shannon T., Mihalec-Adkins, Brittany, Pratt, Megan E.. Teacher-child closeness as a protective factor for at-risk children experiencing residential mobility. Journal of Applied Developmental Psychology.58, 28-37.2018.
    • ID: 10.1016/j.appdev.2018.08.005 (DOI)
  • Sommer, Teresa Eckrich, Sabol, Terri J., Chor, Elise, Schneider, William, Chase-Lansdale, P. Lindsay, Brooks-Gunn, Jeanne, Small, Mario L., King, Christopher, Yoshikawa, Hirokazu. A two-generation human capital approach to anti-poverty policy. RSF: The Russell Sage Foundation Journal of the Social Sciences.4, (3), 118-143.2018.
    • ID: 10.7758/RSF.2018.4.3.07 (DOI)
  • Tang, Yang, Cook, Thomas D.. Statistical power for the comparative regression discontinuity design with a pretest no-treatment control function: Theory and evidence from the National Head Start Impact Study. Evaluation Review.42, (1), 71-110.2018.
  • Tang, Yang, Cook, Thomas D., Kisbu-Sakarya, Yasemin. Statistical power for the comparative regression discontinuity design with a nonequivalent comparison group. Psychological Methods.23, (1), 150-168.2018.
    • ID: 10.1037/met0000118 (DOI)
  • Akmon, Dharma, Broene, Pam, Ciarico, Janet, Madden, Kristin. Working with the Head Start Impact Study Center Analysis File. Part 2 of 2.Ann Arbor, MI: Inter-university Consortium for Political and Social Research. 2017.
    • ID: https://www.youtube.com/watch?v=Atm3P6t-I-w&feature=youtu.be (URL)
  • Akmon, Dharma, Ciarico, Janet. Head Start Impact Study Center Analysis File Overview. Part 1 of 2.Webinar, Ann Arbor, MI: Inter-university Consortium for Political and Social Research. 2017.
    • ID: https://www.youtube.com/watch?v=MwlER4NhoG0 (URL)
  • Ciarico, Janet, Madden, Kristin. Understanding and using the Head Start Impact Study (HSIS) Center Analysis File: Part 1: Head Start Impact Study Center Analysis File overview [PowerPoint]. Inter-university Consortium for Political and Social Research, Webinar notes. 2017.
  • Connors, Maia C., Friedman-Krauss, Allison. Varying states of Head Start: Impacts of a federal program across state policy contexts. Journal of Research on Educational Effectiveness.10, (4), 675-703.2017.
    • ID: 10.1080/19345747.2017.1320736 (DOI)
  • Feller, Avi, Mealli, Fabrizia, Miratrix, Luke W.. Principal score methods: Assumptions, extensions, and practical considerations. Journal of Educational and Behavioral Statistics.42, (6), 726-758.2017.
    • ID: 10.3102/1076998617719726 (DOI)
  • Ferguson, Daniel, Craig, Donna. Head Start Impact Study (HSIS) Bibliography, 2nd ed.. Child Care & Early Education Research Connections.Child Care & Early Education Research Connections, Bibliography. 2017.
  • Friedman-Krauss, Allison, Connors, Maia C., Morris, Pamela A.. Unpacking the treatment contrast in the Head Start Impact Study: To what extent does assignment to treatment affect quality of care?. Journal of Research on Educational Effectiveness.10, (1), 68-95.2017.
    • ID: 10.1080/19345747.2016.1147627 (DOI)
  • Griffen, Andrew S., Todd, Petra E.. Assessing the performance of nonexperimental estimators for evaluating Head Start. Journal of Labor Economics.35, (S1), S7-S63.2017.
    • ID: 10.1086/691726 (DOI)
  • Harding, Jessica F., Hill, Jennifer, Morris, Pamela A.. Understanding associations between low-income mothers' participation in education and parenting. Journal of Research on Educational Effectiveness.10, (4), 704-731.2017.
    • ID: 10.1080/19345747.2016.1266536 (DOI)
  • Irwin, Clare W., Bamat, David, Madura, John P., McDermott, Paul A.. Stated Briefly: Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs. REL 2017-208.Washington, DC: Regional Educational Laboratory Northeast & Islands. 2017.
    • ID: https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2017208.pdf (URL)
  • Kamat, Vishal. Identification with latent choice sets: The case of the Head Start Impact Study. . 2017.
    • ID: https://arxiv.org/pdf/1711.02048.pdf (URL)
  • Lee, Kyunghee, Clinton, Marianne, Lee, Jaewon, Rispoli, Kristin M.. Individualized education programmes and parental behaviours for children with disabilities: Moderation effects of Head Start on children's developmental outcomes. Child and Family Social Work.22, (2), 1000-1014.2017.
    • ID: 10.1111/cfs.12320 (DOI)
  • Lee, Kyunghee, Rispoli, Kristin M.. Racial disparities in perceived social support and social service use: Associations with maternal depression and Head Start participation. Journal of Community Psychology.45, (8), 1080-1093.2017.
    • ID: 10.1002/jcop.21912 (DOI)
  • Long, Yanjie. The Influence of English Proficiency on Social Adjustment in Preschool English Language Learners. Dissertation, University of Nebraska-Lincoln. 2017.
  • Mackintosh, Bonnie B.. A Matter of Perspective: An Exploratory Study of the Relationship Between the Early Math Skills and Social Competence of Children From Low-Income Families. Dissertation, Harvard University. 2017.
  • McCoy, Dana C., Duncan, Greg J., Koepp, Andrew, Magnuson, Katherine A., Schindler, Holly S., Shonkoff, Jack P., Yang, Rui, Yoshikawa, Hirokazu, Ziol-Guest, Kathleen M.. Impacts of early childhood education on medium- and long-term educational outcomes. Educational Researcher.46, (8), 474-487.2017.
    • ID: 10.3102/0013189X17737739 (DOI)
  • McDermott, Paul A., Chao, Jessica L., Irwin, Clare W., Reyes, Roland, Rovine, Michael J., Watkins, Marley W.. Latent national subpopulations of early education classroom disengagement of children from underresourced families. Journal of School Psychology.65, 69-82.2017.
    • ID: 10.1016/j.jsp.2017.07.002 (DOI)
  • Miller, Elizabeth B.. Spanish instruction in Head Start and dual language learners' academic achievement. Journal of Applied Developmental Psychology.52, 159-169.2017.
    • ID: 10.1016/j.appdev.2017.07.008 (DOI)
  • Schmitt, Sara A., Lipscomb, Shannon T., Pratt, Megan E.. Residential mobility predicts behavioral problems for children living in non-parental care during the transition to kindergarten. Children and Youth Services Review.77, 101-109.2017.
    • ID: 10.1016/j.childyouth.2017.04.010 (DOI)
  • Stuart, Elizabeth A., Rhodes, Anna. Generalizing treatment effect estimates from sample to population: A case study in the difficulties of finding sufficient data. Evaluation Review.41, (4), 357-388.2017.
    • ID: 10.1177/0193841X16660663 (DOI)
  • Tang, Yang, Chiang, Hanley, Cook, Thomas D., Hock, Heinrich, Kisbu-Sakarya, Yasemin. The comparative regression discontinuity (CRD) design: An overview and demonstration of its performance relative to basic RD and the randomized experiment. Regression Discontinuity Designs (Advances in Econometrics, Volume 38).Emerald Publishing Limited. 2017.
    • ID: 10.1108/S0731-905320170000038011 (DOI)
  • Weiss, Michael J., Bloom, Howard S., Cullinan, Dan, Gupta, Himani, Verbitsky-Savitz, Natalya, Vigil, Alma E.. How much do the effects of education and training programs vary across sites?: Evidence from past multisite randomized trials. Journal of Research on Educational Effectiveness.10, (4), 843-876.2017.
    • ID: 10.1080/19345747.2017.1300719 (DOI)
  • Ansari, Arya, Gershoff, Elizabeth, Purtell, Kelly M.. Parenting gains in Head Start as a function of initial parenting skill. Journal of Marriage and Family.78, (5), 1195-1207.2016.
    • ID: 10.1111/jomf.12296 (DOI)
  • Burchinal, Margaret, Auger, Anamarie, Cavadel, Elizabeth, Mashburn, Andrew J., Peisner-Feinberg, Ellen S., Tarullo, Louisa B., Tien, Hsiao-Chuan, Xue, Yange, Zaslow, Martha. Testing for quality thresholds and features in early care and education. Monographs of the Society for Research in Child Development.81, (2), 46-63.2016.
    • ID: 10.1111/mono.12238 (DOI)
  • Ding, Peng, Feller, Avi, Miratrix, Luke W.. Randomization inference for treatment effect variation. Journal of the Royal Statistical Society Series B-Statistical Methodology.78, (3), 655-671.2016.
    • ID: 10.1111/rssb.12124 (DOI)
  • Feller, Avi, Grindal, Todd, Miratrix, Luke W., Page, Lindsay C.. Compared to what?: Variation in the impacts of early childhood education by alternative care type. Annals of Applied Statistics.10, (3), 1245-1285.2016.
    • ID: 10.1214/16-AOAS910 (DOI)
  • Gershoff, Elizabeth T., Ansari, Arya, Purtell, Kelly M., Sexton, Holly R.. Changes in parents' spanking and reading as mechanisms for Head Start impacts on children. Journal of Family Psychology.30, (4), 480-491.2016.
    • ID: 10.1037/fam0000172 (DOI)
  • Irwin, Clare W., Bamat, David, Madura, John P., McDermott, Paul A.. Patterns of Classroom Quality in Head Start and Center-Based Early Childhood Education Programs. REL 2017-199.Washington, DC: Regional Educational Laboratory Northeast & Islands. 2016.
    • ID: https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2017199.pdf (URL)
  • Jenkins, Jade M., Auger, Anamarie, Nguyen, Tutrang, Yu, Winnie. Distinctions Without a Difference?: Preschool Curricula and Children's Development. Irvine Network on Interventions in Development.Irvine, CA: Irvine Network on Interventions in Development. 2016.
    • ID: http://inid.gse.uci.edu/files/2011/03/Jenkins_etal_PreschoolCurricula_May2016.pdf (URL)
  • Kline, Patrick, Walters, Christopher R.. Evaluating public programs with close substitutes: The case of Head Start. Quarterly Journal of Economics.131, (4), 1795-1848.2016.
    • ID: 10.1093/qje/qjw027 (DOI)
  • Lee, Kyunghee. Head Start's impact on cognitive outcomes for children in foster care. Child Abuse Review.25, (2), 128-141.2016.
    • ID: 10.1002/car.2413 (DOI)
  • Lee, Kyunghee, Calkins, Andrea, Shin, Tae S.. Head Start impact on social-emotional outcomes for children with disabilities. Research on Social Work Practice.26, (7), 790-802.2016.
    • ID: 10.1177/1049731514568024 (DOI)
  • Lee, Kyunghee, Lee, Jung-Sook. Parental book reading and social-emotional outcomes for Head Start children in foster care. Social Work in Public Health.31, (5), 408-418.2016.
    • ID: 10.1080/19371918.2015.1137523 (DOI)
  • Lee, Kyunghee, Ludington, Breanne. Head Start's impact on socio-emotional outcomes for children who have experienced violence or neighborhood crime. Journal of Family Violence.31, (4), 499-513.2016.
    • ID: 10.1007/s10896-015-9790-y (DOI)
  • Lee, Kyunghee, Rispoli, Kristin M.. Effects of individualized education programs on cognitive outcomes for children with disabilities in Head Start programs. Journal of Social Service Research.42, (4), 533-547.2016.
    • ID: 10.1080/01488376.2016.1185075 (DOI)
  • McCoy, Dana C., Connors, Maia C., Gomez, Celia J., Morris, Pamela A., Yoshikawa, Hirokazu. Differential effectiveness of Head Start in urban and rural communities. Journal of Applied Developmental Psychology.43, 29-42.2016.
    • ID: 10.1016/j.appdev.2015.12.007 (DOI)
  • Miller, Elizabeth B.. Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting. Early Childhood Research Quarterly.36, (3), 223-232.2016.
    • ID: 10.1016/j.ecresq.2016.01.003 (DOI)
  • Miller, Elizabeth B.. Spanish Instruction in Head Start and Dual Language Learners’ Achievement. Society for Research on Educational Effectiveness Spring 2016 Conference.Washington, DC: Society for Research on Educational Effectiveness. 2016.
    • ID: https://files.eric.ed.gov/fulltext/ED567119.pdf (URL)
  • Miller, Elizabeth B., Farkas, George, Duncan, Greg J.. Does Head Start differentially benefit children with risks targeted by the program's service model?. Early Childhood Research Quarterly.34, (1), 1-12.2016.
    • ID: 10.1016/j.ecresq.2015.08.001 (DOI)
  • Schmitt, Sara A., Lipscomb, Shannon T.. Longitudinal associations between residential mobility and early academic skills among low-income children. Early Childhood Research Quarterly.36, (3), 190-200.2016.
    • ID: 10.1016/j.ecresq.2016.01.002 (DOI)
  • Spencer, Mercedes. A Latent Change Score Modeling Approach to Investigating Developmental Relations Between Phonological Awareness and Decoding Ability in Early Readers. Dissertation, Florida State University. 2016.
  • Xue, Yange, Auger, Anamarie, Burchinal, Margaret, Cavadel, Elizabeth, Mashburn, Andrew J., Peisner-Feinberg, Ellen S., Tarullo, Louisa B., Tien, Hsiao-Chuan, Zaslow, Martha. Testing for dosage-outcome associations in early care and education. Monographs of the Society for Research in Child Development.81, (2), 64-74.2016.
    • ID: 10.1111/mono.12239 (DOI)
  • Balke, Patrick. Head Start and parental mental health: Differentiated impacts of Head Start by cohort and comparison group. Michigan Journal of Public Affairs.12, 5-21.2015.
  • Bloom, Howard S., Weiland, Christina. Quantifying Variation in Head Start Effects on Young Children’s Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. New York, NY: MDRC. 2015.
    • ID: http://www.mdrc.org/sites/default/files/quantifying_variation_in_head_start.pdf (URL)
  • Connors, Maia C.. Learning at Scale: How Can Policy Support Early Care and Education Quality?. Dissertation, New York University. 2015.
  • Connors, Maia C., Friedman-Krauss, Allison, Morris, Pamela A.. Does access to high quality early education vary by state policy context?. Society for Research on Educational Effectiveness Spring 2015 Conference.Washington, DC. 2015.
    • ID: http://files.eric.ed.gov/fulltext/ED562087.pdf (URL)
  • Ding, Peng, Feller, Avi, Miratrix, Luke W.. Methods for modeling and decomposing treatment effect variation in large-scale randomized trials. Society for Research on Educational Effectiveness Spring 2015 Conference.Washington, DC. 2015.
  • Duncan, Greg J., Clements, Douglas H., Jenkins, Jade Marcus, Magnuson, Katherine A., Sarama, Julie, Spitler, Mary Elaine, Watts, Tyler W., Wolfe, Christopher B.. Preventing Preschool Fadeout through Instructional Intervention in Kindergarten and First Grade. Irvine, CA: Irvine Network on Interventions in Development. 2015.
    • ID: http://inid.gse.uci.edu/files/2011/03/Jenkinsetal_Fadeout_SREE.pdf (URL)
  • Feller, Avi, Miratrix, Luke W.. Examining the foundations of methods that assess treatment effect heterogeneity across intermediate outcomes. Society for Research on Educational Effectiveness Spring 2015 Conference.Washington, DC. 2015.
    • ID: http://files.eric.ed.gov/fulltext/ED562185.pdf (URL)
  • Harding, Jessica F.. Increases in maternal education and low-income children's cognitive and behavioral outcomes. Developmental Psychology.51, (5), 583-599.2015.
    • ID: 10.1037/a0038920 (DOI)
  • Harding, Jessica F., Morris, Pamela A.. Understanding how participation in education changes mothers' parenting practices. Society for Research on Educational Effectiveness Spring 2015 Conference.Washington, DC. 2015.
    • ID: https://files.eric.ed.gov/fulltext/ED562497.pdf (URL)
  • Light, Jacob. Understanding the Impact: The Effects of Head Start on Mothers’ Labor-Force Participation. Thesis, University of Michigan. 2015.
  • McCoy, Dana C., Connors, Maia C., Friedman-Krauss, Allison, Morris, Pamela A., Yoshikawa, Hirokazu. Neighborhood economic disadvantage and children's cognitive and social-emotional development: Exploring Head Start classroom quality as a mediating mechanism. Early Childhood Research Quarterly.32, (3), 150-159.2015.
    • ID: 10.1016/j.ecresq.2015.04.003 (DOI)
  • Oh, Soojin S.. A Contributing Role of Parental Investments in Early Learning to Head Start Impacts on Children's Language and Literacy: Examining how Mechanisms of Program Impact Differ for Spanish-Speaking Dual Language Learners (DLL) and Non-DLL. Dissertation, Harvard University. 2015.
  • Patrick Balke. Head Start and parental mental health: Differentiated impacts of Head Start by cohort and comparison group. Michigan Journal of Public Affairs.12, 2015.
    • ID: http://mjpa.umich.edu/files/2015/10/2015-Balke-HeadStart.pdf (URL)
  • Pratt, Megan E., Lipscomb, Shannon T., Schmitt, Sara A.. The effect of Head Start on parenting outcomes for children living in non-parental care. Journal of Child and Family Studies.24, (10), 2944-2956.2015.
    • ID: 10.1007/s10826-014-0098-y (DOI)
  • Sabol, Terri J., Chase-Lansdale, P.L.. The influence of low-income children's participation in Head Start on their parents' education and employment. Journal of Policy Analysis and Management.34, (1), 136-161.2015.
    • ID: 10.1002/pam.21799 (DOI)
  • Walters, Christopher R.. Inputs in the production of early childhood human capital: Evidence from Head Start. American Economic Journal: Applied Economics.7, (4), 76-102.2015.
    • ID: 10.1257/app.20140184 (DOI)
  • Bitler, Marianne, Domina, Thurston, Hoynes, Hilary Williamson. Experimental Evidence on Distributional Effects of Head Start. NBER Working Paper No. 20434.Cambridge, MA: National Bureau of Economic Research. 2014.
    • ID: www.nber.org/papers/w20434.pdf (URL)
  • Bloom, Howard S., Weiland, Christina. To what extent do Head Start's effects on children's language, literacy, mathematics, and socio-emotional skills vary across individuals, subgroups, and centers?. Society for Research on Educational Effectiveness Spring 2014 Conference.Washington, DC. 2014.
    • ID: http://files.eric.ed.gov/fulltext/ED562943.pdf (URL)
  • Chor, Elise. Early Childhood Education: The Interplay Between Government, Market, and Family. University of Chicago. 2014.
  • Connors, Maia C., Feller, Avi, Friedman-Krauss, Allison, Morris, Pamela A., Page, Lindsay C.. The role of classroom quality in explaining Head Start impacts. Society for Research on Educational Effectiveness Spring 2014 Conference.Washington, DC. 2014.
  • Cooper, Brittany Rhoades, Lanza, Stephanie T.. Who benefits most from Head Start?: Using latent class moderation to examine differential treatment effects. Child Development.85, (6), 2317-2338.2014.
  • Feller, Avi, Grindal, Todd, Miratrix, Luke W., Page, Lindsay C.. Compared to what?: Estimating causal effects for latent subgroups to understand variation in the impacts of Head Start by alternate child care setting. Society for Research on Educational Effectiveness Spring 2014 Conference.Washington, DC. 2014.
    • ID: http://files.eric.ed.gov/fulltext/ED562722.pdf (URL)
  • Friedman-Krauss, Allison, Connors, Maia C., Morris, Pamela A.. Is more time in Head Start always better for children?: The moderating role of classroom quality. Society for Research on Educational Effectiveness Spring 2014 Conference.Washington, DC. 2014.
  • Greenfader, Christa M., Miller, Elizabeth B.. The role of access to Head Start and quality ratings for Spanish-speaking Dual Language Learners' (DLLs) participation in early childhood education. Early Childhood Research Quarterly.29, (3), 378-388.2014.
    • ID: 10.1016/j.ecresq.2014.04.011 (DOI)
  • Lipscomb, Shannon T., Acock, Alan C., Pears, Katherine C., Pratt, Megan E., Schmitt, Sara A.. Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school. Children and Youth Services Review.40, 41-50.2014.
    • ID: 10.1016/j.childyouth.2014.02.006 (DOI)
  • Miller, Elizabeth B., Duncan, Greg J., Farkas, George, Vandell, Deborah L.. Do the effects of Head Start vary by parental preacademic stimulation?. Child Development.85, (4), 1385-1400.2014.
    • ID: 10.1111/cdev.12233 (DOI)
  • Morris, Pamela A., Aber, J. Lawrence, Connors, Maia C., Gomez, Celia J., McCoy, Dana Charles, Yoshikawa, Hirokazu. Do Head Start impacts vary by neighborhood context?. Society for Research on Educational Effectiveness Spring 2014 Conference.Washington, DC. 2014.
    • ID: http://files.eric.ed.gov/fulltext/ED562798.pdf (URL)
  • Peck, Laura, Bell, Stephen. The Role of Program Quality in Determining Head Start's Impact on Child Development: Third Grade Follow-Up to the Head Start Impact Study. OPRE Report 2014-10.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2014.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/hs_quality_report_4_28_14_final.pdf (URL)
  • Qin, Xu, Hong, Guanglei. Causal Mediation Analysis in Multi-site Trials: An Application of Ratio-of-Mediator-Probability Weighting to the Head Start Impact Study. JSM Proceedings, Social Statistics Section.Alexandria, VA: American Statistical Association. 2014.
    • ID: https://cpb-us-w2.wpmucdn.com/voices.uchicago.edu/dist/c/253/files/2016/09/XQ_GH_JSM-proceedings-2014-tfxquq.pdf (URL)
  • Tracy, Alexis. The Effect of Head Start on Teacher-Child Relationships: Mechanisms and Moderation by Children's Problem Behavior. Thesis, Oregon State University. 2014.
  • Zhai, Fuhua, Brooks-Gunn, Jeanne, Waldfogel, Jane. Head Start's impact is contingent on alternative type of care in comparison group. Developmental Psychology.50, (12), 2572-2586.2014.
    • ID: 10.1037/a0038205 (DOI)
  • Bell, Stephen, Peck, Laura. Using symmetric predication of endogenous subgroups for causal inferences about program effects under robust assumptions: Part two of a method note in three parts. American Journal of Evaluation.34, (3), 413-426.2013.
    • ID: 10.1177/1098214013490820 (DOI)
  • Bell, Stephen, Cook, Ronna, Heid, Camilla, Puma, Michael. Methods for analyzing data from a randomized control trial with a nationally representative sample. Society for Research on Educational Effectiveness Conference.Washington, DC. 2013.
  • Foundation for Child Development. Head Start Impact Study (HSIS), 2002-2006: Resource Guide. Resource guide. 2013.
    • ID: www.researchconnections.org/childcare/manage/downloadFile/25346 (URL)
  • Friedman-Krauss, Allison, Connors, Maia C., Morris, Pamela A.. Estimating impacts of treatment random assignment on classroom quality in the Head Start Impact Study: The problem of missing data. Society for Research on Educational Effectiveness Spring 2013 Conference.Washington, DC. 2013.
    • ID: http://files.eric.ed.gov/fulltext/ED563125.pdf (URL)
  • Gibbs, Chloe, Ludwig, Jens, Miller, Douglas L.. Head Start origins and impacts. Legacies of the War on Poverty.New York, NY: Russell Sage Foundation. 2013.
  • Isen, Adam. Essays on Labor and Public Economics. University of Pennsylvania. 2013.
    • ID: https://repository.upenn.edu/dissertations/AAI3566393/ (URL)
  • Li, Weilin. Center-based Early Childhood Education: Curriculum, Implementation, and Intensity. Dissertation, University of California, Irvine. 2013.
  • Li, Weilin, Burchinal, Margaret, Duncan, Greg J., Farkas, George, Vandell, Deborah Lowe. Effects of Head Start hours on children's cognitive, pre-academic, and behavioral outcomes: An instrumental variable analysis. Society for Research on Educational Effectiveness Spring 2013 Conference.Washington, DC. 2013.
    • ID: https://files.eric.ed.gov/fulltext/ED563041.pdf (URL)
  • Lipscomb, Shannon T., Kim, Hyoun K., Pears, Katherine C., Pratt, Megan E., Schmitt, Sara A.. School readiness in children living in non-parental care: Impacts of Head Start. Journal of Applied Developmental Psychology.34, (1), 28-37.2013.
    • ID: 10.1016/j.appdev.2012.09.001 (DOI)
  • Mashburn, Andrew J., Downer, Jason T.. Methods that Examine the Extent to Which the Quality of Children's Experiences in Elementary School Moderate the Long-Term Impacts of Head Start. Society for Research on Educational Effectiveness Spring 2013 Conference.Washington, DC: Society for Research on Educational Effectiveness. 2013.
    • ID: https://files.eric.ed.gov/fulltext/ED563295.pdf (URL)
  • Auger, Anamarie, Duncan, Greg J.. Child Care and Community Services: Characteristics of Service Use and Effects on Parenting. University of California, Irvine. 2012.
  • Bernardy, Pete M.. Head Start: Assessing common explanations for the apparent disappearance of initial positive effects. Dissertation, George Mason University. 2012.
  • Bernstein, Sara. Child Care Choice: Parental Processes and Consequences for Research. Dissertation, Northwestern University. 2012.
  • Child Care & Early Education Research Connections. HSIS Instrument Matrix. Child Care & Early Education Research Connections, instruments. 2012.
  • Sherry, Tisamarie B.. Head Start, Home, or Other Child Care Centers: What Promotes Healthy Child Development?. Dissertation, Harvard University. 2012.
  • Sproul, Faith. Effects of Family Involvement: Early Childhood Cognitive Outcomes Using Longitudinal Growth Curve Models. Dissertation, Temple University. 2012.
  • Gelber, Alexander M., Isen, Adam. Children's Schooling and Parents' Investment in Children: Evidence from the Head Start Impact Study. NBER Working Paper Series No. 17704.Cambridge, MA: National Bureau of Economic Research. 2011.
    • ID: https://www.nber.org/papers/w17704.pdf (URL)
  • Gibbs, Chloe, Ludwig, Jens, Miller, Douglas L.. Does Head Start Do Any Lasting Good?. NBER Working Paper Series No. 17452.Cambridge, MA: National Bureau of Economic Research. 2011.
    • ID: www.nber.org/papers/w17452.pdf (URL)
  • Puma, Michael, Bell, Stephen, Cook, Ronna, Heid, Camilla. Head Start Impact Study. Final Report. Washington, DC: United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. 2010.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/impact_study/hs_impact_study_final.pdf (URL)
  • Puma, Michael, Bell, Stephen, Cook, Ronna, Heid, Camilla. Head Start Impact Study. Final Report, Executive Summary. Washington, DC: United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. 2010.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/impact_study/executive_summary_final.pdf (URL)
  • Puma, Michael, Bell, Stephen, Cook, Ronna, Heid, Camilla. Head Start Impact Study. Technical Report. Washington, DC: United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. 2010.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/impact_study/hs_impact_study_tech_rpt.p (URL)
  • Puma, Michael, Bell, Stephen, Cook, Ronna, Heid, Camilla. Head Start Impact Study: Final Report: Executive Summary. U.S. Administration for Children and Families.Washington, DC: Office of Planning, Research and Evaluation. 2010.
    • ID: https://​www.​acf.​hhs.​gov/​sites/​default/​files/​opre/executive_​summary_​final.​pdf (URL)
  • Puma, Michael, Bell, Stephen, Cook, Ronna, Heid, Camilla. Head Start Impact Study: Final report. U.S. Administration for Children and Families.Washington, DC: Office of Planning, Research and Evaluation. 2010.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/hs_impact_study_final.pdf (URL)
  • Resnick, Gary. Project Head Start: quality and LInks to Child Outcomes. Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration.New York: Cambridge University Press. 2010.
  • Zaslow, Martha. Issues for the learning community. Infants and Young Children.21, (1), 4-17.2008.
    • ID: 10.1097/01.IYC.0000306369.94672.e4 (DOI)
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2006 Parent Interview Data Cohort A. instruments. 2006.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2006 Teacher Survey Data First Grade. instruments. 2006.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2006 Teacher Survey Data Kindergarten. instruments. 2006.
  • Puma, Michael, Bell, Stephen, Cook, Ronna, Heid, Camilla, Lopez, Michael. Head Start Impact Study: First Year Findings. Washington, DC: United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. 2005.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/first_yr_finds/first_yr_finds.pdf (URL)
  • Puma, Michael, Bell, Stephen, Cook, Ronna, Heid, Camilla, Lopez, Michael. Head Start Impact Study: First Year Findings. Executive Summary. Washington, DC: United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. 2005.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/first_yr_execsum/first_yr_execsum.pdf (URL)
  • United States Administration for Children and Families, Office of Planning, Research and Evaluation. Head Start Impact Study: First Year Findings, Executive Summary. Office of Planning, Research and Evaluation.Washington, DC: U.S. Administration for Children and Families. 2005.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/first_yr_execsum.pdf (URL)
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2005 Parent Interview Data Cohort A. instruments. 2005.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2005 Parent Interview Data Cohort B. instruments. 2005.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2005 Teacher Survey First Grade. instruments. 2005.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2005 Teacher Survey Kindergarten. instruments. 2005.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2004 Care Provider Interview. instruments. 2004.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2004 Center Director Interview. instruments. 2004.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2004 Parent Interview Cohort A. instruments. 2004.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2004 Parent Interview Cohort B. instruments. 2004.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2004 Teacher Survey Cohort A. instruments. 2004.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2004 Teacher Survey Cohort B. instruments. 2004.
  • United States Administration for Children and Families, Office of Planning, Research and Evaluation. Building Futures: The Head Start Impact Study Interim Report. Office of Planning, Research and Evaluation.Washington, DC: U.S. Administration for Children and Families. 2003.
    • ID: https://www.acf.hhs.gov/opre/resource/building-futures-the-head-start-impact-study-interim-report (URL)
  • United States Administration for Children and Families. Office of Planning, Research and Evaluation. Building Futures: The Head Start Impact Study Interim Report [Executive Summary]. Office of Planning, Research and Evaluation.Washington, DC: U.S. Administration for Children and Families. 2003.
    • ID: https://www.acf.hhs.gov/opre/resource/building-futures-the-head-start-impact-study-interim-report (URL)
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2003 Care Provider Interview. instruments. 2003.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2003 Center Director Interview. instruments. 2003.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2003 Parent Interview. instruments. 2003.
  • Westat, Inc.. Head Start Impact Study (HSIS) Spring 2003 Teacher Survey. instruments. 2003.
  • United States Administration for Children and Families, Office of Planning, Research and Evaluation. National Head Start Impact Research: Report to Congress. Office of Planning, Research and Evaluation.Washington, DC: U.S. Administration for Children and Families. 2002.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/nhs_impact.pdf (URL)
  • United States Administration for Children and Families. Office of Planning, Research and Evaluation. Building futures Head Start Impact Study: National Head Start Impact Study [PowerPoint]. Head Start's National Research Conference.Washington, DC. 2002.
    • ID: https://​www.​acf.​hhs.​gov/​sites/​default/​files/​opre/​hsrc_​impact_​study.​pdf (URL)
  • United States Department of Health and Human Services. National Head Start Impact Study. Head Start National Research Conference.Washington, DC. 2002.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/pres_papers/hsrc_impact_study/hsrc_impact_study.pdf (URL)
  • Westat, Inc.. Head Start Impact Study (HSIS) Fall 2002 Parent Interview. instruments. 2002.
  • Puma, Michael, Bell, Stephen, Broene, Pam, Cook, Ronna, Friedman, Janet, Heid, Camilla, Shapiro, Gary. Building Futures: The Head Start Impact Study: Research Design Plan. Administration for Children and Families.Washington, DC: Office of Planning, Research and Evaluation. 2001.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/impactstdy_resrch_plan.pdf (URL)
  • Puma, Michael, Bell, Stephen, Shapiro, Gary, Broene, Pam, Cook, Ronna, Friedman, Janet, Heid, Camilla. Building Futures: The Head Start Impact Study Research Design Plan Updated, March 2001. United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation, . 2001.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/impact_study/impactstdy_resrch_plan.pdf (URL)
  • United States Administration for Children and Families. Office of Planning, Research and Evaluation. Building Futures Head Start Impact Study [PowerPoint]. National Head Start Association's 28th Annual Training Conference.Orlando, FL. 2001.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/orlando.pdf (URL)
  • United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. Building Futures: Head Start Impact Study Frequently Asked Questions, January 2001. United States Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation, . 2001.
    • ID: http://www.acf.hhs.gov/programs/opre/hs/impact_study/reports/impt_freq_questions/hs_impact_faq050905.pdf (URL)
  • United States. Administration for Children and Families. Office of Planning, Research and Evaluation. Building Futures: Head Start Impact Study: Frequently Asked Questions. Washington, DC: Administration for Children and Families, Office of Planning, Research and Evaluation. 2001.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/hs_impact_faq050905.pdf (URL)
  • Bitler, Marianne, Domina, Thurston, Hoynes, Hilary Williamson. Head Start Programs Have Significant Benefits for Children at the Bottom of the Skill Distribution. Policy Brief Vol. 6, No. 1.Davis, CA: University of California, Davis, Center for Poverty Research. .
    • ID: https://poverty.ucdavis.edu/sites/main/files/file-attachments/6_01_bitler_head_start_2.pdf (URL)

Update Metadata: 2019-09-04 | Issue Number: 22 | Registration Date: 2015-06-16

United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation (2010): Head Start Impact Study (HSIS), 2002-2006 [United States]. Archival Version. Version: v0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. http://doi.org/10.3886/ICPSR29462