Head Start Research and Policy Reports
The Children’s Equity Project (CEP) at Arizona State University conducts research and policy analysis on Head Start and Early Head Start, with a focus on the policies, standards and program conditions that support high-quality early learning and equitable opportunities for children and families.
CEP’s Head Start research examines the Head Start Program Performance Standards (HSPPS), children with disabilities, dual language learners, early childhood discipline, teacher-child ratios, developmental screening, rural communities, family access, child development and learning, state child care licensing policies, Early Head Start–Child Care Partnerships and opportunities to strengthen Head Start for future generations.
Explore CEP’s Head Start reports, policy briefs and research resources below to learn how federal Head Start requirements compare with state policies, what research says about high-quality early childhood programs, and how Head Start supports children, families and communities across the United States.
For additional research on early childhood education, child care, education equity and child and family policy, explore the Children’s Equity Project’s full Reports & Resources library
Access and Inclusion for Children with Disabilities in Head Start
Explore research on disability inclusion in Head Start, including inclusive learning environments, developmental screenings, teacher-child ratios, individualized supports, family partnerships and differences between Head Start standards and state child care policies.
Lowering the Bar: Head Start Standards and State Child Care Licensing
Explore how the Head Start Program Performance Standards compare with state child care licensing requirements and what changes to federal Head Start standards could mean for early learning quality across the United States.
Head Start’s Footprint: Rural Communities, Children with Disabilities and Vital Health Services
Learn about Head Start’s role in rural communities, its services for children with disabilities and the health, developmental and family supports provided through Head Start programs.
Building a Universal Preschool System Around Head Start
Explore research and policy recommendations examining how Head Start could serve as an anchor for an equitable, mixed-delivery universal preschool system.
Advancing Equity Through Head Start’s Program Information Report
Learn how Head Start’s Program Information Report, or PIR, could be strengthened to better measure equity and the experiences of children and families participating in Head Start.
Harsh Punishment and Exclusionary Discipline in the Early Years
Explore data, research and policies related to preschool suspension, expulsion, corporal punishment, restraint and seclusion, including comparisons between Head Start requirements and state early childhood policies.
Preserving Access and Opportunity in Head Start for Dual Language Learners
Explore research, federal requirements and Head Start policies affecting young dual language learners and multilingual children.
Head Start’s Footprint: Children’s Learning and Education
Explore research on Head Start’s impact on children’s learning and educational experiences, as well as barriers that can affect access for families experiencing homelessness, children with disabilities and children involved in the child welfare system.
The Next Generation of Head Start
Explore policy recommendations for strengthening the Head Start Act, expanding access, improving quality and advancing equity for future generations of children and families.
Early Head Start–Child Care Partnerships
Explore research and policy briefs on Early Head Start–Child Care Partnerships, including strategies for expanding child care supply, improving program quality and supporting stronger state early childhood systems.
Head Start Program Performance Standards
CEP research examines the Head Start Program Performance Standards and how federal requirements related to quality, staffing, disability inclusion, discipline, developmental screening and other program conditions compare with state child care policies.
Children With Disabilities in Head Start
CEP research explores Head Start’s longstanding commitment to serving children with disabilities, including inclusive education, developmental screening, individualized supports, staffing and family partnerships.
Dual Language Learners in Head Start
CEP examines research and policies affecting dual language learners in Head Start, including language development, multilingual education and federal requirements designed to support children who are learning more than one language.
Head Start Suspension and Expulsion
CEP research examines preschool suspension, expulsion and other forms of exclusionary discipline, including differences between Head Start protections and state early childhood policies.
Head Start Quality and Early Learning
CEP analyzes the policies and program conditions associated with high-quality Head Start services, including teacher-child ratios, staff qualifications, learning environments, developmental supports and family engagement.
Early Head Start and Child Care
CEP research also examines Early Head Start–Child Care Partnerships and the role these partnerships can play in expanding infant and toddler child care supply while supporting quality and equity.
Explore More Children’s Equity Research
The Children’s Equity Project produces research and policy resources across early childhood education, child care, children with disabilities, education equity, child and family policy, exclusionary discipline, dual language learners and other issues affecting children and families.
Explore All CEP Reports & Resources
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Frequently Asked Questions About Head Start Research
Head Start is a federally funded early childhood program that provides comprehensive early learning, health, nutrition, family support and related services to eligible young children and families. Early Head Start serves infants, toddlers and pregnant families, while Head Start primarily serves preschool-age children.
The Head Start Program Performance Standards (HSPPS) are federal regulations that establish requirements for Head Start and Early Head Start programs. They address areas including education, health, nutrition, disability services, family engagement, staffing, teacher-child ratios, developmental screening, program management and other conditions related to program quality.
Head Start has been studied extensively across early childhood education, child development, health, family engagement and long-term outcomes. CEP’s Head Start research examines this evidence alongside federal and state policies to better understand the conditions that support high-quality services for children and families.
Head Start programs must follow federal requirements established through the Head Start Act and Head Start Program Performance Standards. State child care programs are generally governed by state licensing rules, which can differ substantially across states. CEP research compares these policies across areas such as teacher-child ratios, disability inclusion, discipline, developmental screening and program quality.
Head Start has longstanding requirements related to serving children with disabilities and supporting inclusive learning environments. CEP research examines disability inclusion in Head Start, including access to inclusive classrooms, individualized supports, developmental screening, appropriate staffing and family partnerships.
Yes. Head Start serves many children who are dual language learners. CEP research examines the science of early multilingual development as well as federal legislative and regulatory requirements designed to support dual language learners and their families in Head Start.
Head Start has strong federal restrictions on suspension and expulsion. CEP research examines these protections alongside state child care licensing rules and other state policies related to exclusionary discipline, corporal punishment, restraint and seclusion.
Early Head Start provides comprehensive early childhood and family services primarily for infants and toddlers and their families. CEP research also examines Early Head Start–Child Care Partnerships, which combine Early Head Start resources and quality standards with community-based child care programs.
Early Head Start–Child Care Partnerships, often called EHS-CCPs, bring together Early Head Start programs and child care providers to expand access to high-quality infant and toddler care. CEP has published research examining how states and communities can use these partnerships to expand child care supply, improve quality and advance equity.
The Children’s Equity Project at Arizona State University publishes research reports, policy briefs and analyses covering Head Start standards, disability inclusion, dual language learners, exclusionary discipline, program quality, Early Head Start, rural communities, child development and other Head Start policy issues. Browse the Head Start resources on this page or visit CEP’s complete Reports & Resources library for additional early childhood and education research.