This presentation should be conducted in a professional manner that you might share with the organization or key stakeholders. At a minimum, present using PowerPoint, but you are welcome to use other visual aids. Please include the following in the presentation presentation:
Overview of the program and the problem it is trying to address
The purpose of your evaluation and your research question(s)
The type of evaluation you are using
Your evaluation design and methods
Why this evaluation would be valuable for the program
Overall presentation quality
GUIDELINES
Logistics/Submission Format – Presentations should be 5-10 minutes long, must include a visual aid of some kind, and can be presented using PowerPoint or another presentation tool. Please record presentation in a professional manner, using a visual aid.
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Evaluation Proposal
Statement of the Problem
The Early Head Start program addresses the problem of inadequate family-centered
services for families living in poverty. Roos et al. (2019) contend that poverty is associated with
negative outcomes among children in different facets of life. For example, kids raised in poverty
demonstrate lower levels of school readiness compared to children from well-off families.
Bessell (2021) looks at how increased childhood poverty is detrimental to the functioning of a
society. Childhood poverty is associated with poor physical and cognitive development. Children
will also have low educational attainment in case they encounter poverty in their early years.
Therefore, there is a need for proactive measures to address childhood poverty. The Early Head
Start program seeks to address this issue by the provision of services that help low-income
families thrive.
Poverty is a significant issue in Dallas County, and it affects the outcomes of families.
Data from Census.gov (2022) shows that 13.7% of people in Dallas County are living in poverty.
That implies some families are not able to meet their basic needs. Thus, there is poor
development of children, which negatively affects their educational outcomes. Also, a report by
the Center for Public Policy Priorities (CPPP) contends that for every five children in Dallas
County, one lives in poverty (Ingle et al., 2018). The data shows that the county is
underperforming in terms of poverty eradication and ascertaining children have a wholesome
childhood. That creates a need for an initiative to help fill the service provision gap in Dallas
County. The services offered in the program will help parent carry out their roles effectively,
leading to better outcomes for the kids and the entire family unit. Specifically, the Early Head
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Start program will alleviate the financial burden associated with taking care of kids among the
low-income communities in Dallas County.
Description of the Agency and its Program.
This project will focus on Head Start/Early Head Start services and evaluate their ability
to prepare participants for their education. Head Start is a federally funded-program operated by
different nonprofits, public organizations, and for-profit organizations that serve children from
low-income families that are meant to promote school readiness. Head start aims to help alleviate
the burden of childcare from such families. There are well-defined enrollment requirements for a
person who wants to enroll in the program. The requirements are put in place to ascertain the
individual enrolling in the program is from a low-income family.
Head Starts history goes back to 1964 when the war against poverty started (Hhs.gov,
2022). Consequently, there was research that delved into ways that can help deal with the
poverty issue. The Head Start program was born out of the abovementioned initiative. Moving
forward to 1982, President Reagan gave a proclamation that instituted the head start awareness
month. In 1988, the program became incorporated as a non-profit organization that sought to
enhance the plight of children from poor communities. The agency received a name change in
1992 and came to be referred to as Head Start of Greater Dallas. Ever since, the agency has made
numerous changes and progress designed to improve the provision of services to the target
group. For example, there was the opening of the Gannon Head Start Center, which would offer
services to children in the Dallas region. The agency primarily offers services to communities in
Dallas County.
From ages 3-5, children are able to enroll in the programs and gain comprehensive
guidance from the staff there. They also gain access to certain medical and dental services. The
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services are tailored to address the unique needs of infants and toddlers. That ensures they are
fulfilled in terms of their physical, emotional, cognitive, and social needs. Consequently, such
kids are prepared for continued development and success in their educational life. I would like to
propose an outcome evaluation in order to determine if their claims that students who have been
in Head Start programs are more likely to perform better in school and on cognitive tests and are
less likely to participate in criminal activity. The source of data I will collect will be surveys.
When performing this evaluation, I must consider whether this design aligns with the guiding
principles of evaluation and is culturally competent. By starting a dialogue with the organization
to clearly communicate this evaluation’s goals, I can be sure that they know what to expect from
me. I can also move forward with a thorough evaluation that adheres to the standards for this
systemic inquiry. I will also need to be transparent about this evaluation’s goals and any data
collected, and in what way. When thinking about cultural competence, I want to ensure that I
first address all of my own biases. By reflecting on what culture and status I bring to this
evaluation, I can move forward in a manner guided by respect for those I am working with to
gain the best possible results.
Literature Review
The project is focused on developing Head Start or Early Head Start services program,
which aids in preparing participants for their education. The data sources I would use in the
research include surveys, questionnaires, and government websites such as the Office of the
Assistant Secretary for Planning and Evaluation. Through surveys in schools, streets, and
penitentiary institutions, I would be able to find out the main issues causing the problem. In
addition, administering questionnaires would help investigate the problems affecting children
who fail to get into Head Start programs early. Also, the given government website will be a
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good data source for the research since it has reports that clearly show the factors affecting most
children at the early stages of their lives, translating into bigger issues in the future.
I have identified several peer-reviewed journal articles for the literature review part of my
presentation. According to scholars, many children from low-income families have been affected
since they cannot afford preschool services (Martin & McCarthy, 2022). Also, some scholars
argued that the problem mostly affected Hispanic and African-American children who, after
failing to get into good Head Start programs, have their brain development stunted and later
involved in crime and illegal activities (Warren et al., 2016). Various scholars have established
that all children’s brain development starts at about five years old. During such years, the child
absorbs everything in their environment since their brain produces numerous neural connections
simultaneously (Cherry et al., 2019). The study also established that most young people who
engaged in illicit activities and crime in Dallas had forgone the Head Start programs. Also, other
research has proven that children who grow up in stable, safe, and good environments have
healthier school and life experiences and attend Head Start programs.
About two out of five children in Texas are at risk of developmental delays and
behavioral problems since they did not get the services in Head Start programs (Hindman &
Morrison, 2011). Such kids have had their mental development stunted by factors such as
domestic violence, inaccessible health services, availability of food, and other socio-economic
struggles in their lives, which have, in turn, negatively affected their school life, health, and
future (Kline & Walters, 2016). The number of children who have been affected by the stated
issues is daunting hence the need to have a huge network of support to ensure the local families
have the given resources and their children get access to Head Start programs that would provide
them with a better environment to lay a good foundation for their future.
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Evidence shows that since 1965, most people have understood the benefits of quality
early education through the Head Start programs (Cherry et al., 2019). Past research has
established that children perform better in cognitive, language, and socio-emotional development
after undergoing the Head Start programs. Additionally, I learned that in 1995, the kids who
participated in Head Start programs scored well on tests (Kline & Walters, 2016). In addition, the
program was to affect certain groups of preschoolers distinctly. I used information from the Head
Start Impact Study (HSIS), a randomly selected study that involved roughly 5,000 kids between
the ages of three and four from 84 communities in the US where Head Start programs were
flourishing (Cherry et al., 2019). The study enabled me to point out the effects of Head Start
independently of other factors on child development outcomes. Scholars used the Head Start year
to examine the children’s cognitive, social, and psychological results. The research also looked at
various races or ethnic groups to establish the impacts of Head Start programs.
Evaluation Designs and Methods
Research Question: How can the Early Head Start program services be improved to meet the
national evaluation for the program, and what are the effects of the Early Head Start program on
family and child outcomes?
I plan to propose more funding for the Early Head Start programs in Dallas, Texas. With
increased funding, more children would be supported by the Early Head Start program, which
would reduce the cases of poor early childhood development, which in turn causes social
problems after the children perform poorly in school. In addition, local research would help
identify the factors that mediate and moderate positive child and family developments in Early
Head Start programs and the local community. Also, my evaluation plan will include the Early
Head Start programs in Dallas, Texas. I would pick The Early Head Start programs based on
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their viable research partners and ability to recruit many children. In my research, I would need
both quantitative and qualitative data. From quantitative research, I would use various Early
Head Start programs to collect data which would help get the required numbers to prove the need
for my recommendations on improving the Early Head Start programs. Also, by employing
qualitative methods, I would discuss the details and provide an understanding of the implications
linked to Early Head Start programs. The primary sources vital for my evaluation plan include
surveys and questionnaires. Through the surveys and questionnaires, the main question would
revolve around the factors affecting the Early Head Start programs and what could be done to
improve them. In addition, I would send online surveys to the existing Early Head Start program
clients.
Strengths and Limitations
The study design, in this case, is outcome evaluation design. There are different strengths
associated with the study design. Firstly, the design will help in determining the outcomes of the
program. For example, is the program creating a positive impact in the community, or is there a
need to modify or replace it? The outcome will also offer insight into whether the program
should be replicated. The second strength of the design is that it will offer more robust evidence
of the true cost of the program. For example, do the program benefits justify the cost incurred in
its implementation? Such information is central in determining the future course of action
pertaining to the program. Thirdly, the design will offer insight into the desired outcomes of a
program. In other words, what does the community expect the program to attain? Given that, the
use of outcome evaluation will help answer the research question in detail. That is because the
design will explore all the details of how the Early Head Start program works, the existing gaps,
and how they can be improved.
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The data I am collecting will be sufficient to answer the research question. Notably, the
data is both qualitative and quantitative. Therefore, the two types of data will complement each
other and offer in-depth insights that will help answer the research question. Moreover, data
collection will primarily take place through local research. That will provide relevant details on
how the Early Head Start program works. Does the program meet the standards of national
evaluation? How does the program impact the family and child outcomes? With such insight,
there will be ease in addressing key issues in the research question.
However, I am concerned about different threats which might affect the research process
negatively. Firstly, there is a possibility that an unrelated event or variable will negatively impact
the study outcome. That might lead to the collection of data that does not accurately represent the
situation. The second threat is that I might have a bias when selecting individuals to participate
in the research process. For example, I may select individuals who agree that the Early Head
Start program improves children and family outcomes. There is also a possibility of some
participants opting to leave without offering any explanation. Consequently, the study will be
dependent on the individuals who decide to stay. That will affect the research findings
negatively.
There are different ways of addressing the threats mentioned above. Firstly, it is ensuring
there is randomization when selecting people to participate in the study (Das et al., 2019). That
will help eliminate bias. As well, randomization will aid in eliminating the impact of external
variables or events that might impact the result of the study negatively. The second method is
using a large sample size when collecting data. It will ensure that if some respondents decide to
leave the study, the findings will still be credible. A large sample size will also ensure the results
can be generalized to the entire population.
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Even so, there are different limitations associated with the study design. For instance, the
outcome evaluation is not viewed as formal research. Therefore, the outcomes of the design
might be put in doubt and not adopted in social work practice. Another limitation of the study
design is that it is only concerned with the outcomes of the program and not the implementation.
Therefore, it will leave key areas of the program unexplored. The limitations should be
considered when using outcome evaluation design. In addition to the above, outcome evaluation
will offer insight into how the program operates. Instead, the design is only concerned with the
outcomes of the evaluation.
Dissemination.
Different parties will be interested in the findings of the study. Firstly, it is social work
practitioners in Dallas County. The study will help them determine if the program helps children
and families have better life outcomes. Secondly, the leadership in the county will also be
interested in the study findings. That is because the findings will shed light on whether the
program is utilizing resources efficiently by creating positive outcomes. For instance, improving
the educational achievement of children who come from low-income backgrounds. The finding
will help the county leadership decide whether the program should continue as it is or if there is a
need for change. The third party that will be interested in the findings is parents from lowincome communities in Dallas County. Information from the study will enlighten them on
whether they can benefit from the program. For example, if the program yields many benefits,
such individuals should seek to enroll in it.
The study findings will be shared in different ways. Firstly, the findings can be presented
to local community groups in Dallas County. That will help inform parents about the Early Head
Start program and whether they should enroll in it. The second approach is presenting the finding
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in conferences and meetings held by professional associations. Such an approach will help reach
social work professionals and inform them about the program and if it needs change. Thirdly, the
study findings can be disseminated using statewide publications such as newspapers. It will help
to reach parents and professionals. The wide reach of newspapers will create efficiency in
passing the message. Fourthly, the utilization of social media is another effective way of
disseminating the study findings (Kudchadkar & Carroll, 2020). Currently, most people in Dallas
County have a smartphone that they utilize to interact on social media. Disseminating the study
findings using social media will be an effective way of reaching out to many people.
Implications
The value of this study can be defined in different ways. To illustrate, it will offer insight
into the program’s effectiveness in improving the life outcomes of children and their families.
For example, is the program effective in offering critical services to low-income families? The
study is also valuable since it will help determine how the program affects the educational
outcomes of children that receive its services. Do such kids have better educational outcomes?
Additionally, the study will offer insight into whether government resources are being utilized
effectively to create change in Dallas County. For example, are the resources used in the
program improving the lives of low-income communities? Gaining the insights detailed above
makes the study highly valuable.
Furthermore, the program will use the study findings in different ways. The findings will
help in determining areas of the program that need improvement. For instance, there can be an
increase in services offered to low-income communities. The finding can also aid in determining
ways of tailoring the program to deal with the problems of families and children
comprehensively. In addition to that, the program will use the finding to find better ways of
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utilizing resources. For example, allocating more resources to areas that have a bigger impact.
Given that, the study finding will help make the program work better.
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References
Bessell, S. (2021). Rethinking child poverty. Journal of Human Development and Capabilities,
1-23. https://doi.org/10.1080/19452829.2021.1911969
Census.gov. (2022). QuickFacts: Dallas County, Texas. United States Census Bureau.
https://www.census.gov/quickfacts/fact/table/dallascountytexas/SEX255221
Cherry, K. E., Gerstein, E. D., & Ciciolla, L. (2019). Parenting stress and childrens behavior:
Transactional models during Early Head Start. Journal of Family Psychology, 33(8), 916.
Das, N., Sil, A., Kumar, P., & Kumar, R. (2019). Selection of control, randomization,
blinding, and allocation concealment. Indian Dermatology Online Journal, 10(5),
601-605. https://doi.org/10.4103/idoj.idoj_149_19
Hhs.gov. (2022, June 23). Head start history. U.S. Department of Health & Human Services.
https://www.acf.hhs.gov/ohs/about/history-head-start
Hindman, A. H., & Morrison, F. J. (2011). Family Involvement and Educator Outreach in Head
Start: Nature, Extent, and Contributions to Early Literacy Skills. The Elementary School
Journal, 111(3), 359386. https://doi.org/10.1086/657651
Ingle, C., Zhang, A., & Deviney, F. (2018). State of Texas Children the Road to a Brighter
Future. Center for Public Policy Priorities.
Kline, P., & Walters, C. R. (2016). Evaluating public programs with close substitutes: the case of
head start. The Quarterly Journal of Economics, 131(4), 17951848.
https://www.jstor.org/stable/26372679
Kudchadkar, S. R., & Carroll, C. L. (2020). Using social media for rapid information
dissemination in a pandemic: #PedsICU and coronavirus disease 2019. Pediatric
Critical Care Medicine, 21(8), 538-546.
https://doi.org/10.1097/pcc.0000000000002474
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Martin, J. D., Gardner, B., & McCarthy, G. (2022). The Importance of the Rules of the Game.
In The Challenge of Unspent Federal Grants (pp. 1122). Lincoln Institute of Land
Policy. http://www.jstor.org/stable/resrep43195.4
Roos, L. L., Wall-Wieler, E., & Lee, J. B. (2019). Poverty and early childhood outcomes.
Pediatrics, 143(6), 1-11. https://doi.org/10.1542/peds.2018-3426
Warren A. Parker, R. Paul Fultz, & William R. Nail III. (2016). The Head Start Dental
Component: Evaluation of an Urban Program. Public Health Reports (1974-), 101(4),
433436. http://www.jstor.org/stable/4627911
