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In this volume, Zigler and Styfco look at the three large federal programs for the education of disadvantaged children-Head Start, Follow Through, and the Title I/Chapter I programs-and discuss how their missions might be interrelated. There could hardly be a better time for this kind of discussion. No one is better qualified to think about the issues and...
In this volume, Zigler and Styfco look at the three large federal programs for the education of disadvantaged children-Head Start, Follow Through, and the Title I/Chapter I programs-and discuss how their missions might be interrelated. There could hardly be a better time for this kind of discussion. No one is better qualified to think about the issues and to set the stage for a public consideration of the questions than Zigler."-Sheldon H. White, Professor of Psychology, Harvard University "A fascinating look at the massive institution that Head Start has become, and the myriad possibilities for what could well be its next twenty-five years. . . . A thoughtful and informative discussion of the issues that will be critical for Head Start's future success."-Harvard Educational Review "This excellent volume compares the nationally successful outreach model, Head Start, with other outreach programs to alleviate the effects of poverty on children. These wonderful ideas delineated in this book present guidelines for future national and local early intervention programs."-T. Berry Brazelton, M.D., professor emeritus, Harvard Medical School "[This] book is accessible to an unusually wide range of audiences in child development, education, and social policy including researchers, program designers and evaluators, and policy makers. . . . I highly recommend this forward-looking volume. It is full of insights and good ideas."-Arthur J. Reynolds, Child Development Abstracts & Bibliography "This slim volume is key reading for American policy-makers, taxpayers and educators interested in reviewing the thirty-year impact of governmentally funded early intervention programmes."-Virginia E. Garland, Journal of Educational Administration and History
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