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Policy: Head Start

I. Essential Service, Quality Control

 James Heckman, Nobel Laureate economist from University of Chicago, has shown that investments in early childhood produce greater returns than at any other time in life.  Heckman delivers clear evidence that each dollar invested in early education produces a 10% annual return – supporting his larger message that prevention is more effective than intervention at stopping the cycle of poverty.

 The Early Head Start and Head Start programs make this investment through holistic education for disadvantaged children ages 0 to 3 and 3 to 5.  The mission is to build strong cognitive, academic, social and behavioral foundations through enrichment not available in the home. 

Currently, Early Head Start and Head Start programs follow different curricula.  Child outcomes vary depending on curricula, suggesting a need for quality control.  President Obama recently mandated Head Start school evaluations, and starting in December 2011, one-third of the 1,600 Head Start programs must reapply for grants.  Given this action, I recommend an educational method that works and redistribution of funds.  

 II. New Approach

The Montessori philosophy is one of the widely used philosophies in Head Start schools.  Head Start places particular emphasis on preparing children for reading and math.  In Montessori classrooms, through use of specially designed materials, four-year-old children teach themselves to read, write, and practice long division and multiplication.  The Montessori philosophy serves children from ages 0 to 3 and 3 to 6 in environments geared to interest and choice, in accordance with developmental needs.
Psychologists support the Montessori Method as comprehensive and grounded in science, when properly executed. Studies show that schools which strictly adhere to the Montessori philosophy produce child outcomes superior to those of traditional environments and other alternative methods. 

In a study comparing outcomes for low-income youth in Milwaukee Montessori and traditional schools from ages 3-6 and 6-12, the results were staggering.  Montessori students in both age groups showed significant advantages in cognitive, academic, social and behavioral skills over students in traditional schools. 

Though many Head Start programs use the Montessori name, none are recognized by Association Montessori International (AMI) for sufficient adherence to the method.  Through ineffective practice and insufficient public awareness and funds, disadvantaged youth are missing an opportunity to learn in this comprehensive educational method - used, acclaimed, and time-tested throughout the world. 

III. Action

As we embark on three years of school evaluations and redistribution of Head Start grants, I recommend 1) offering more funding to existing Head Start Montessori schools which qualify themselves for AMI certification and 2) allocating new funding to AMI-certified Montessori schools.  Not only has the Montessori Method proven effective for early childhood education, but it also shows significant long-term benefits for elementary and middle school education.  Given that schools are failing low-income students, we must relentlessly pursue methods that work for early childhood and beyond.   
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