Some states have continued to conduct statewide evaluations of Even Start although most now focus on program performance standards rather than broader concerns. Other states prepare overviews of the program to share with various stakeholders. Regardless, these evaluations and overviews consistently note positive and significant participant outcomes. Several examples are incuded on this page, including reports from Nevada (2007-08), Illinois (2007-08), Texas (2007-08), Pennsylvania (2006-07), Colorado (2006-07), Nebraska (2004-05), Michigan (2004-05), and Arizona (2003-04). Family literacy programs can use the sample letter included here as a model to customize and send to legislators, with their state (or local) evaluation report.
Two reports from Texas also demonstrate the effectiveness of Even Start family literacy. The Value of Texas Even Start Programs and Follow-Up Data from Texas Even Start provide data that support the efficacy of the Even Start model. Texas also has compared participation and outcomes in adult education and Even Start programs. Initial findings show that Even Start adults participated for more hours and that a greater percentage of adults made gains than those participating in adult basic education. Research is needed to validate this comparison and identify factors that influence an adults' level of participation. At the 2008 National Even Start Association Conference, a session called Even Start Works!
Follow-up data on older children who have been in family literacy programs are provided in Is Family Literacy Achieving Its Intended Outcome? to demonstrate their success in school.
The Rand Review shows that the educational attainment of mothers, as well as neighborhood poverty, is more important than ethnicity or immigration status in determining children's school achievement.
The Brookings Institute demonstrates the importance of parental and preschool child interventions in eliminating racial and ethnic gaps in school achievement.
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Web page last modified
August 31, 2009
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