Early head start participation among head start enrollees: Who participates and what are the associated child outcomes?

• About 16% of Head Start attendees eligible for Early Head Start (EHS) participated in the program. • Children of immigrants and teen mothers were more likely to have ever enrolled in EHS. • Enrollment duration was not linked to child/family characteristics. • Ever-enrollment status and enrollment duration predicted improved developmental outcomes at age three. • Ever-enrolled status predicted better outcomes, especially for children of disadvantaged mothers. A significant number of infants and toddlers (I/T) in the United States grow up in poverty, a condition closely associated with limited early learning experiences. Early Head Start (EHS), a federally funded program, is designed to support the development of I/T and enhance family well-being for economically disadvantaged families. However, only about 10 % of eligible families are served nationwide. Using a sample of children attending Head Start (HS), this study examined child and family characteristics associated with prior EHS enrollment, focusing on both ever-enrollment status (yes vs. no) and duration of EHS participation . We also examined whether EHS enrollment is linked to later child outcomes at age three when they were in HS and whether this association varies by maternal characteristics linked to disadvantage (i.e., teen motherhood, single parenthood, low education). Data from 1,576 children in the Early Childhood Iowa Longitudinal Study were analyzed. Findings revealed that children from immigrant families and those born to teenage mothers were more likely to enroll in EHS. The duration of EHS enrollment was not related to child/family characteristics among EHS enrollees. Both ever-enrolled status and longer duration of enrollment in EHS were associated with improved teacher-reported developmental outcomes at age three in HS. Additionally, ever-enrolled status was linked to better outcomes for children with more disadvantaged mothers (i.e., single mothers and those with less than a high school education), with no observed effect on children of mothers from relatively less disadvantaged backgrounds. This study highlights potential differences in access to EHS enrollment across child subgroups and underscores the potential compensatory benefits of EHS for child development.