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Webinar

Richman Lecture: How Does Head Start Recruit, Retain Families and Experiencing Adversities? (VIRTUAL)


Total Credits: 1.5 including 1.5 Category II CEs

Categories:
100 Children & Adolescents |  200 Adults, Couples & Families |  Special Offers
Instructor:
Nikki Aikens, PHD
Duration:
1 Hour 30 Minutes

Dates
Please Note: Programs with a ☾ insignia begin after 5pm or air on the weekend.


Description

This lecture will focus on outreach and engagement needs in early care and education settings and specifically within Head Start. It will highlight learnings from a recent literature synthesis conducted on the factors that shape recruitment, selection, enrollment, and retention for Head Start eligible families and for families experiencing adversities, and also the practices that might be most promising in those same areas. Adversities of focus will include families experiencing poverty, those experiencing homelessness, those in the foster care or child welfare system, and those affected by substance use. The lecture will emphasize the practice, policy, and research implications of the findings. 

Handouts

Instructor

Nikki Aikens, PHD Related Seminars and Products


Nikki Aikens, a principal researcher at Mathematica, is an expert in early care and education (ECE) programs focused on young children and their families. She specializes in descriptive and evaluation studies in ECE settings, and has informed decisions regarding instrumentation, analysis, and reporting for national and local studies of Head Start, Early Head Start, and other child care settings. Her work also includes evaluations of place-based initiatives and studies focused on supports for systems change. She is interested in advancing equity in access, services, and outcomes in ECE programs, especially for children of color, dual language learners, and children from households experiencing poverty. Aikens, who joined Mathematica in 2006, holds a Ph.D. in developmental psychology from the University of North Carolina at Chapel Hill. 


Learning Objectives

By the end of this presentation, participants will: 

  • Learn about current enrollment challenges in early care and education settings, including Head Start 

  • Understand the factors that shape recruitment and retention for Head Start eligible families experiencing adversities and the practices that might be most promising for supporting their recruitment and retention 

  • Identify future practice, policy, and research directions for strengthening outreach and retention of Head Start eligible families experiencing adversities 

Bibliography & References

BIBLIOGRAPHY & REFERENCES

Barnes-Proby, Dionne, Dana Schultz, Lisa H. Jaycox, and Lynsay Ayer. “Five Strategies for Successful Recruitment and Retention of Children and Families in Human Service Programs.” Santa Monica, CA: RAND Corporation, 2017.  

Baxter, C, N. Aikens, L. Tarullo, C. Ayoub, J. Roberts, C. Mondi-Rago, and M. I. Gaither. “Recruitment, Selection, Enrollment, and Retention Strategies with Head Start-Eligible Families Experiencing Adversity: A Review of the Literature.” OPRE Report #2022-97. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2022. 

Bustamante, A.S., E. Dearing, H. D. Zachrisson, and D. L. Vandell. “Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?” Child Development, vol. 93, no. 22, 2022, pp. 307-611.  

de Sousa, T. “Access to Early Childhood Development Services for Homeless Families with Young Children: An Exploratory Project.” Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, July 2016. Available at https://safehousingpartnerships.org/sites/default/files/2017-01/access_to_early_childhood_development_services_for_homeless_families.pdf.  

Dobbins, D., M. McCready, and L. Rackas. “Unequal Access: Barriers to Early Childhood Education for Boys of Color.” Robert Wood Foundation, 2016. Available at https://www.childcareaware.org/wp-content/uploads/2016/10/UnequalAccess_BoysOfColor.pdf.  

Doran, E., N. Aikens, L. Malone, J. Harrington, and J. Cannon. “Economic Conditions of Head Start Families: Connections with Social Supports and Child and Family Well-Being.” OPRE Report 2021-84. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation, 2021. 

Enchautegi, M. “Nonstandard Work Schedules and the Well-Being of Low-Income Families. Low-Income Working Families.” Low-Income Working Families Paper 26. Washington, DC: Urban Institute, July 2013. 

Friedman-Krauss, A. H., Barnett, W. S., and Duer, J. K. “The State of Preschool 2021: State Preschool Yearbook.” New Brunswick, NJ: National Institute for Early Education Research, 2022a. Available at https://nieer.org/wp-content/uploads/2022/09/YB2021_Full_Report.pdf.  

Friedman-Krauss, A. H., Barnett, W. S., and Duer, J. K. “The State(s) of Head Start and Early Head Start: Looking at Equity.”  New Brunswick, NJ: National Institute for Early Education Research, 2022b. Available at https://nieer.org/wp-content/uploads/2022/12/HS_ExecSum.pdf

García, J. L., F. H. Bennhoff, D. E. Leaf, and J. J. Heckman, J. J. “The dynastic benefits of early childhood education (No. w29004).” Cambridge, MA: National Bureau of Economic Research, 2021. 

Greenberg, E., G. Adams, and M. Michie. “Barriers to Preschool Participation for Low-Income Children of Immigrants in Silicon Valley.” Washington, DC: Urban Institute, January 2016. 

Harding, J., and D. Paulsell. “Improving Access to Early Care and Education: An Equity-Focused Policy Research Agenda.” Princeton, NJ: Mathematica Policy Research, October 2018. 

Herbst, C.M. “Policy Retrospectives: Child Care in the United States: Markets, Policy, and Evidence.” Journal of Policy Analysis and Management, vol. 42, no. 1, 2023, pp. 255-304. 

Gormley, W., T. Gayer, D. Phillips, and B. Dawson. “The effects of Oklahoma’s universal pre-k program on school readiness: An executive summary.” Washington, D.C.: Center for Research on Children in the United States, Georgetown University, 2004.  

Gormley, W. “The Effects of Oklahoma’s pre-k program on Hispanic children.” Social Science Quarterly, vol. 89, 2008, pp. 916–936. doi: 10.1111/j.1540-6237.2008.00591. 

Miller, E.B. “Child Care Enrollment Decisions among Dual Language Learner Families: The Role of Spanish Language Instruction in the Child Care Setting.” Early Childhood Research Quarterly, vol. 36, 3rd quarter, 2016, pp. 223–231. 

Moiduddin, E., C. Bush, M. Manley, N. Aikens, L. Tarullo, L. Malone, and S. Lukashanets. “A Portrait of Head Start Classrooms and Programs in Spring 2015: FACES 2014-2015 Data Tables and Study Design.” OPRE Report #2017-101. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation, 2017. 

National Center on Parent, Family, and Community Engagement (NCPFCE). “Family Well-Being.” 2014. Available at http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/docs/family-well-being.pdf.  

Office of Head Start, Early Childhood Learning & Knowledge Center (ECLKC). “Head Start Approach.” Washington, DC: ECLKC, 2023a. Available at https://eclkc.ohs.acf.hhs.gov/programs/article/head-start-approach.  

Office of Head Start, ECLKC. “ERSEA.” Administration for Children and Families, U.S. Department of Health and Human Services, 2023b. Available at https://eclkc.ohs.acf.hhs.gov/ersea.  

Office of Head Start, ECLKC. “Equity Considerations for ERSEA.” Administration for Children and Families, U.S. Department of Health and Human Services, 2023c. Available at https://eclkc.ohs.acf.hhs.gov/ersea/equity-considerations-ersea/equity-considerations-ersea.  

Office of Head Start. “Head Start Services Snapshot: National (2021-2022).” Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, 2022a. Available at https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/service-snapshot-hs-2021-2022.pdf.  

Office of Head Start 2022. “Early Head Start Services Snapshot: National (2021-2022).” Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, 2022b. Available at https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/no-search/service-snapshot-ehs-2021-2022.pdf.  

Reid, N., N. Aikens, A. Larson, L. Tarullo, J. Cannon, and L. Malone. “Head Start Families’ Program and Selection Experiences.” OPRE Report 2022-09. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2022. 

Tarullo, L., E. Knas, A. Kopack Klein, N. Aikens, L. Malone, and J.F. Harding. “A National Portrait of Head Start Children and Families: FACES 2014.” OPRE Report #2017-98. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation, 2017. 

Vesely, C. “Low-Income African and Latina Immigrant Mothers’ Selection of Early Childhood Care and Education (ECCE): Considering the Complexity of Cultural and Structural Influences.” Early Childhood Research Quarterly, vol. 28, pp. 470–486, 2013. 

Weiland, C., and H. Yoshikawa. “Impacts of a prekindergarten program on children’s mathematics, language, literacy, executive function, and emotional skills.” Child Development, vol. 84, no. 6, 2013, pp. 2112-2130.  

Xue, Y., C. Baxter, C. Jones, H. Shah, P. Caronongan, N. Aikens, E. Bandel, J. Cannon, K. Schellenberger, A. Defnet, C. Vogel, and K. Boller. “Early Head Start Programs, Staff, and Infants/Toddlers and Families Served: Baby FACES 2018 Data Tables.” OPRE Report 2021-92. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2021. 

 

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Cost is free and CE credit is $15. 

 

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Course Completion & CE Information

 

Category II Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 1.5 Category II Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category B continuing professional education.

 

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Target Audience

Social Workers, LCPCs, and Psychologists

All those interested in Topic Welcomed

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