The purpose of this study was to compare Head Start students with non-Head Start students in first grade to see if there were significant differences in cognitive achievement. A posttest only design was used, and a factorial analysis of variance was used as the statistical analysis at the .05 level of significance. Both sex and Head Start comparisons were made, but no significant findings were found. However, it was noted that boys who went to Head Start were able to achieve as much as the girls who did not. Since boys are usually less ready for school, the conclusion from this study is that Head Start appears to be effective for boys or gives them a chance to be equal to girls who do not participate in the program.
","abstract_html":"<p>The purpose of this study was to compare Head Start students with non-Head Start students in first grade to see if there were significant differences in cognitive achievement. A posttest only design was used, and a factorial analysis of variance was used as the statistical analysis at the .05 level of significance. Both sex and Head Start comparisons were made, but no significant findings were found. However, it was noted that boys who went to Head Start were able to achieve as much as the girls who did not. Since boys are usually less ready for school, the conclusion from this study is that Head Start appears to be effective for boys or gives them a chance to be equal to girls who do not participate in the program.</p>","abstract_has_math":false,"creators":["Toelle, Gloria"],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Carolyn M. Cartledge","Dr. Harold Whitman","Dr. Steve Halverson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1985,"date_issued":"1985-01-01T08:00:00Z","date_published":"1985-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Head Start Students","Cognitive Achievement","Boys","Girls","Early Childhood Education","Educational Assessment, Evaluation, and Research"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/673","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Carolyn M. Cartledge","Dr. Harold Whitman","Dr. Steve Halverson"]},{"key":"dc:creator","label":"Author","values":["Toelle, Gloria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Head Start Students","Cognitive Achievement","Boys","Girls","Early Childhood Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/673"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to compare Head Start students with non-Head Start students in first grade to see if there were significant differences in cognitive achievement. A posttest only design was used, and a factorial analysis of variance was used as the statistical analysis at the .05 level of significance. Both sex and Head Start comparisons were made, but no significant findings were found. However, it was noted that boys who went to Head Start were able to achieve as much as the girls who did not. Since boys are usually less ready for school, the conclusion from this study is that Head Start appears to be effective for boys or gives them a chance to be equal to girls who do not participate in the program.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Head Start on Cognitive Development"]}]}],"canonical_facts":{"dc:contributor":["Dr. Carolyn M. Cartledge","Dr. Harold Whitman","Dr. Steve Halverson"],"dc:creator":["Toelle, Gloria"],"dc:description.abstract":["The purpose of this study was to compare Head Start students with non-Head Start students in first grade to see if there were significant differences in cognitive achievement. A posttest only design was used, and a factorial analysis of variance was used as the statistical analysis at the .05 level of significance. Both sex and Head Start comparisons were made, but no significant findings were found. However, it was noted that boys who went to Head Start were able to achieve as much as the girls who did not. Since boys are usually less ready for school, the conclusion from this study is that Head Start appears to be effective for boys or gives them a chance to be equal to girls who do not participate in the program.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/673"],"dc:language":["English"],"dc:subject":["Head Start Students","Cognitive Achievement","Boys","Girls","Early Childhood Education","Educational Assessment, Evaluation, and Research"],"dc:title":["The Effects of Head Start on Cognitive Development"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}