A Longitudinal Case Study of Head Start Eligible Children: Implications for Urban Education

Abstract

This longitudinal case study of 1 of the earliest groups of African American Head Start children and their matched peers suggests some of the factors that determine the value of educational attainment as perceived by the children during adolescence. After introducing the concept of educational goal setting, the context, design, and initial findings of the case study in 1965 and 1966 (Time 1), 1972 to 1973 (Time 2), and 1978 (Time 3) are described. The findings of the study did not support the assumption that parents solely influence children's early achievements and subsequent educational goal setting. Rather, preschool and primary grade teachers were strongly implicated in the contribution of early school experiences to later educational goal setting during adolescence. However, parents and the home environment continued to be strongly implicated during the process of educational goal setting in adolescence. Implications are discussed for the potential contribution of early childhood education and development to the resolution of enduring urban educational problems experienced by African American children.