Head Start's Comparative Advantage: Myth or Reality?

Abstract

In recent years, Head Start's prominent role in preparing low-income 4-year-olds for school has been affected by rapid growth in state-funded pre-K programs, some of which are based in public schools. This has led to questions about the comparative advantages of these two approaches to early education. An analysis of data from Tulsa, Oklahoma, indicates that the school-based pre-K program is more effective in improving early literacy outcomes, while Head Start is more effective in improving health outcomes. The two programs are comparable with regard to early math learning. Social–emotional effects are more subtle, but the school-based pre-K program has demonstrable positive effects, while the Head Start program does not.

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