Child Care and Early Education Research Connections

Skip to main content

When does 1+1 not equal 2? The relative advantage of public school-based pre-k versus Head Start for low-income children’s kindergarten cognitive and self-regulatory skills


The cognitive and self-regulatory outcomes of 362 low-income children were compared between those who attended two years of Head Start versus those who attended one year of Head Start followed by one year of public school-based pre-k. Results showed improved cognitive skills for children who transitioned from Head Start to school-based pre-k, but no differences between groups in self-regulatory skills. This study draws on data from the Tulsa study of Early Education and Development (SEED) cohort. Authors discuss policy implications and recommendations for expanding public school-based pre-k, as well as enhancing literacy and math instruction in Head Start.

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

The Head Start advantage: Success in Early Head Start

Fact Sheets & Briefs

The Head Start advantage: Success in children’s social-emotional development

Fact Sheets & Briefs

The Head Start advantage: Success in school readiness

Fact Sheets & Briefs
Release: 'v1.36.0' | Built: 2023-09-22 13:54:40 EDT