Abstract
This study explored the perceived effectiveness of the Head Start State Preschool Program in California in regards to language and literacy development of the students who attend the Early Child Development Program. Note that Head Start programs are in place to address the needs of low-income children who would not otherwise have a preschool education available to them. To assess the sense of self-efficacy of the program in Placer County, specifically, three school sites were observed and surveyed as to their literacy practices. The intention was to find out what the stakeholders perceived about their own effectiveness and of the effectiveness of the curriculum and instructional practices. The study then explored the claims and concerns of the stakeholders, and finally provides feedback to the stakeholders to improve self-understanding. Sources of Data The sources of data for this study were direct observations of the students and teachers in the classrooms, focus groups at the school sites, teacher surveys, and interviews. Analysis was done through comparing findings regarding student learning in the classrooms and results on standardized testing. As a foundation in the literature for the study, research was done into the California Department of Education Learning Foundations for reading and writing. Research was also completed regarding the High/Scope preschool curriculum in language and literacy as was the DRDP-R (Desired Results Developmental Profile Revised), which is the current standardized measurement of preschool achievement and kindergarten readiness. Conclusions Reached Evidence for student learning was compared to the teachers’ perceptions about literacy practices and effectiveness of those practices in the classroom. The teachers’ concerns and issues with regards to student learning were validated in the following areas: • Phonemic awareness mastery. • Classroom reading practice. • Parental involvement with children’s reading practice. • Reading materials availability in all home languages. Areas of concern expressed that were not validated by the evidence gathered in this study are as follows: • Concern that the children are lacking “kindergarten readiness.” • Behavior difficulties/impulse control in the children. The study culminated in a list of recommendations and suggested actions that may be given consideration by school personnel in regards to solutions to their concerns. These recommendations and suggested actions are by no means exhaustive in nature, but may be deemed useful to those seeking more guidance or alternative methods in resolving difficulties and improving results in the classroom.