Coordination between Head Start and Elementary Schools to Enhance Children’s Kindergarten Success

ABSTRACT

Research Findings: This study examines efforts by Head Start programs to coordinate with elementary schools and seeks to better understand how coordination practices may support children’s transition to and success in kindergarten. Data were drawn from a nationally representative sample of Head Start children (N = 2,019) followed through kindergarten. Findings suggest that Head Start programs are engaging in a variety of activities to coordinate with elementary schools around the transition to kindergarten. Results of lagged OLS regression analyzes found that coordination efforts were significantly related to children’s language and mathematics skills in kindergarten for children attending elementary schools engaging in limited school transition practices to support school entry, suggesting that coordination practices initiated by preschools may play a compensatory role for children. In addition, results suggest that direct meetings between Head Start and kindergarten teachers are predictive of higher language skills in kindergarten. Policy or Practice: Efforts by Head Start programs to coordinate with elementary schools may be particularly important for children’s academic skills when their elementary schools are less engaged in transition practices. In addition, meeting in person and having a key person responsible for the kindergarten transition may be key ingredients to coordination that yields better outcomes for children.

Acknowledgments

The authors would like to thank the advisory committee members who provided guidance throughout the research process.

Data availability

The data that support the findings of this study are available from ICPSR. Restrictions apply to the availability of these data, which were used under license for this study. Data are available at https://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/34558 with the permission of ICPSR.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This project was generously supported by the Head Start Graduate Research Scholars Program, Grant Number 90YR0100, from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services awarded to Boston College. The contents are solely the responsibility of the authors and do not necessarily represent the official views of the Office of the Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.