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The children are the future builders of the nation, and schools are the biggest sources to provide them with education and promote their social, cognitive, and mental skills. The schools need to enhance their readiness from birth to five years. Head start programs are important, and they contribute a lot to enhancing the readiness of low-income families. The article, The Role of Classroom Quality in Explaining Head Start Impacts, (Connors, 2014) has discussed the impacts of head start in the classrooms. The head start programs positively impact children’s readiness and increase their social and cognitive skills.

The head start program is one of the important programs to polish cognitive, social, and mental skills. The goal of the head start program is to assist low-income families in sending their children to schools. The article published the findings for 4440 school-going children’s samples of 3 and 4 years. The intervention included assigning random head states to the children of 22 states. The findings showed that different factors positively associated head start with the children’s cognitive skills. The head start program should be continued to help families with low income.

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The authors selected an important topic to discuss because the cognitive skills of readiness of the children in low-income families are not prominent. The article’s topic seems incomplete because the author did not touch on the specific impacts of the topic. Though he made it clear in the abstract and mentioned the article’s purpose, the topic should be refined and appealing. The objective is “Are impacts on Head Start classroom quality associated with impacts of Head Start on children’s learning and development?”

The experiment’s settings are complete and comprehensive because the methods are descriptively explained. The descriptive and quasi-experimental designs have been selected for the study. Various experimental designs have been selected with the appropriate statistical techniques, and it has enhanced the effectiveness of the article. The articles that use comprehensive statistical techniques are intended to be useful for the audience and determine the accuracy of the research. It is important to note that the authors used comprehensive designs for the statistical techniques in the article.

The sample size and sampling technique effectively convey the article’s message of effectiveness. For example, 4440 sample sizes were selected for the experiment, and 22 states were involved. It was an effective technique for the accuracy of the research, and it looked good that an extensive number of states were taken in the sample. The study period was for one year, and it was found that the spring semesters were selected for the research. one year is enough to know the effectiveness and increase in the cognitive and social skills of the children.

The Early Childhood Environment Rating Scale, The Family Day Care Rating Scale, and the Arnett Caregiver Interaction were the appropriate tools for the research. They are the complex tools used in advanced study. The authors made efforts to increase the effectiveness of the study through them. The ECERS-R and FDCRS are important analytical tools that help polish the children’s cognitive and social skills. The readiness of children to go to school and improve their skills is important for low-income families. The authors mentioned that the importance of the topic could not be denied.

The program’s limitations mentioned in the article are the lack of implementation of policies or legislation. The legislation should be discussed in the article because the head start program must include the role of government and policy-making institutes. The private school sector can start the process of the head start, but the importance will be increased by involving the public schools. Public schools require the proper legislation and policy-making procedures to start the head start programs. The program’s effectiveness and research could be increased by increasing the number of years of study. Moreover, the number of states was 22, whereas the problem exists in all the states.

(Connors, 2014) has described the important topic of research that the readiness of children to go to school is compromised in low-income families. The Head Start program offers the services of health, dental, physical, education, and mental conditions. The assistance of low-income families is important to polish their cognitive and social skills. The quasi-experimental and descriptive experimental techniques were used to meet the statistical requirements of the article. The findings showed the positive association of the head start program with children’s school readiness. The future implications require addressing the policymaking and legislation impacts in the research experiments. Overall, it is one influential and convincing research article to give an important message to the audience.










Connors, M. C., Friedman-Krauss, A. H., Morris, P. A., Page, L. C., & Feller, A. (2014). The Role of Classroom Quality in Explaining Head Start Impacts. Society for Research on Educational Effectiveness.

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