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"With the founding of the Child Development Group of Mississippi in the 1960s came a major shift for black, working-class women. CDGM was a federally funded program for low-income preschoolers; in addition to helping children, it also suddenly allowed women who had been working as maids and sharecroppers to find jobs as teachers and use their positions to challenge the status quo. The teachers' jobs came with higher salaries that now enabled them to vote, buy food stamps, and send their children to previously all-white schools. Moreover, they organized communities, petitioned officials, and sat on community action boards. The teachers challenged the pervasive white power structure, but local and state governments fought back, ultimately diminishing the power of Head Start and similar programs in the South. Crystal Sanders traces the stories of the more than 2,500 women who staffed Mississippi's CDGM preschool centers and strove for change"--

AbstractUtilizing a diverse sample of 356 four‐year‐old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the prekindergarten year. Classroom participation and prosocial behavior each accounted for unique variance in cognitive readiness. Aggressive behavior, in contrast, was not correlated with academic knowledge, and was associated with low levels of executive function skills. In multiple regressions, aggressive behavior paradoxically enhanced the prediction of child cognitive readiness. Profile analyses strengthened the conclusion that the promotion of competencies associated with classroom participation and prosocial behavior may be particularly critical to cognitive readiness in prekindergarten. Implications are discussed for developmental models of school readiness and preschool classroom practice.

In his Economic Opportunity Message to the Congress on February 19, 1969, President Nixon mentioned briefly that the preliminary results of a Westinghouse Learning Corporation-Ohio University evaluation indicated that "the long-term effect of Head Start appears to be extremely weak." This terse announcement triggered a major public controversy that ranged over the Congress, the executive branch, and the educational research community. Much of the debate focused on the esoteric techniques of modern statistical analysis, but the issues were far larger than the particular study. In conflict were two basic premises—one concerned with how to start programs and the other concerned with how to analyze them— that emerged independently in the mid-1960's. For the notion underlying much of the war on poverty—that effective programs could be developed quickly and launched full-scale (and Head Start was a prime case)—was being called into question by the type of evaluative analysis that lay at the base of the Planning, Programming, Budgeting System initiated in late 1965. The outcome of the clash will have profound implications for governmental procedures for developing new large-scale programs and measuring their results. This paper traces both the events that led up to the controversy and the controversy itself in order to look at the implications for future policy.

In his Econ Opportunity Message to the Congress on Feb 19, 1969, President R. Nixon mentioned briefly that preliminary results of a Westinghouse Learning Corp-Ohio U evaluation indicated that 'the long-term effect of Head Start appears to be extremely weak.' This terse announcement triggered a major public controversy that ranged over the Congress, the executive branch, & the educ'al res community. Much of the debate focused on the esoteric techniques of modern statistical analysis, but the issues were far larger than the particular study. In conflict were 2 basic premises -one concerned with how to start programs, & the other concerned with how to analyze them -that emerged independently in the mid-1960's. For the notion underlying much of the war on poverty-that effective programs could be developed quickly & launched full-scale (& Head Start was a prime case) -was being called into question by the type of evaluative analysis that lay at the base of the Planning, Programming, Budgeting System initiated in late 1965. The outcome of the clash will have profound implications for developing new large-scale programs & measuring their results. This paper traces both the events that led up to the controversy & the controversy itself in order to look at the implications for future policy. Modified HA.