Early intervention programs for handicapped preschool children may have long-term implications for the children and their families. Economic eva luations of these programs have been conducted to measure costs and bene fit s, but parental wi l lingness-to-pay has been overlooked in these analyses. Parental willingness-to-pay, as a measure of consumer surplus, could complete the measure of benefits and provide both policymakers and practitioners with useful information for decisionmaking. In this study, the impli cations of eliciting willingness-to-pay responses for an early intervention program for handicapped preschoolers are discussed. A survey technique, known as the contingent valuation method (CVM) , is applied to program to empirically estimate wil lin gness-to-pay for the total program and for particular components of the program. Also investigated are the implications of using a rationality test in the survey to determine if consumer responses are in accordance with assumptions for rational consumer behavior. Results indicate relatively high willingness-to-pay for the program as whole, but low value is associated with program components. This implies that parents may value these programs more for the respite rather than specialized services offered. Results of the rationality test support the hypothesis that such a measure is necessary in survey designs of this nature.

This qualitative study used naturalistic methods to compare a local implementation of a state funded early intervention program (EIP) with its stated goals. A large suburban elementary school began serving academically at-risk students through small, self-contained classrooms after funding for more inclusive practices was cut from the state budget. This study took place within two fifth grade classes, situated within a non-Title I elementary school. Participants included EIP teachers, system administrators and mother/child dyads. Each participant was interviewed twice. Information from a pilot study, classroom observations, program guidelines and archival records were used to provide additional depth to interview data using recursive strategies. Data analysis procedures included constant comparison among interview data, formal and informal observations, ongoing dialogue with participants, and archival data. This research study was informed by constructivist learning theory, literature on classroom environment, parent involvement, and educational policy. Findings suggested students were placed in self-contained classrooms based on informal data, either from teachers or past educational performance, rather than formal criteria from the state department of education. Results highlighted the impact of classroom context, student-teacher relationships, and the impact of state policy at the local level. Participant satisfaction with the program was influenced by the student-teacher relationship. Two groups of students, thrivers and survivors emerged. The former were students who developed strong teacher relationships, which seemed to benefit academic performances as well as peer status. Parents and teachers of these students felt the small group EIP was beneficial. In contrast, the second group, the survivors, had less positive relationships with teachers. These students demonstrated less engagement in the classroom dialogue and expressed little understanding of their learning strengths or weaknesses. Parents of survivors described placement in the EIP self-contained as having a negative impact on their child’s achievement and self-esteem.

This research is a cross-Atlantic study of Sure Start and Early Head Start program directors' perceptions of parent involvement in their early intervention programs, with a focus on the provision and take-up of parenting and employability-focused services. The review of the literature, which informed the survey design and the later data chapters, focuses on poverty and parenting, working parents, welfare reform, and early intervention programs, including early childhood education and care policies in England and the United States. Data was collected via an online survey, administered to all those individuals directing either a Sure Start Local Programme (including those that had been designated as Children's Centres) in England or an Early Head Start program in the USA. There was a 40.3% response rate (231 English and 236 American directors, resulting in a total of 467 respondents). The survey questioned directors on their background, and also sought their views of the area in which their program operated, characteristics of their programs and their perceptions of the families accessing the parent-focused services offered by their early intervention program. The resulting data was used to address the primary theme of parenting and employability, drawing associations between reported parent involvement and directors' perceptions of area, program and family characteristics. The findings also led to the establishment of secondary themes: the targeting and catchment area approach to service provision, engaging disadvantaged families, relationships with partner agencies, issues of funding and resources, particularly for staff, and the expansion of Children's Centres. A summary report was sent to all participating directors. It is hoped that this research has benefited program directors, providing insights into the local-level experiences had by their colleagues both within their own country and across the Atlantic, particularly with respect to parent involvement in early intervention programs.