108th Congress

Research and Education Services – hearing before the House Appropriations Subcommittee on Labor, HHS, Education (Representative Ralph Regula [R-OH], Chairman)

March 25, 2004

Witnesses:

• Dr. Reid Lyon, Chief, Child Development and Behavior Branch, NICHD
• Dr. Wade Horn, Deputy Assistant Secretary for Children and Families, HHS
• Grover J. Whitehurst, Director, Institute of Education Sciences, Department of Education

The House Appropriations Subcommittee on Labor, HHS, and Education (Representative Ralph Regula [R-OH], Chairman) held its second theme hearing with the Departments of HHS and Education on the relationship between “Research and Education Services.” Representative Regula along with Representatives Anne Northup (R-KY); Dave Weldon (R-FL); Nita Lowey (D-NY); Rosa DeLauro (D-CT); Patrick Kennedy (D-RI); and Lucille Roybal-Allard (D-CA) heard testimony with the HHS Head Start Program as the focus. Witnesses addressed what is known about how children learn and what, in their view, is the most effective way to use evidence based programs. There was significant disagreement between the official responsible for the Head Start program, Dr. Horn, and some Members of the Subcommittee. At issue was whether the testing of the Head Start students was evidence based and, in particular, the appropriateness of questions, and whether some questions lack predictive validity. There also seemed to be issues about whether children who participate in Head Start show any measurable differences between children from like situations that did not go through Head Start.

Dr. Lyon stated that the quality of a child's interactions with language, literacy and other experiences from birth onward can “either portend a life where goals and dreams are fulfilled, or a lack of such can portend a life of doubt, failure and pain. It is that significant.” Children who do not develop a strong language and literacy foundation during the preschool years frequently have difficulties which will affect them and their families throughout the lifespan. The reason for evidence based programs, he stated is illustrated by the fact that for many years, early childhood programs focused on healthy development, adequate nutrition, help for families with challenges and social and emotional readiness. While this focus is essential, there has been a lower priority placed on the development of early language, reading, and numeracy abilities during the preschool years. Scientific research indicates that children entering kindergarten who understand the meanings of words, the structure of sounds of words, the elements of our writing system and the idea that print conveys meaning have a much easier time learning to read than kids who do not have this knowledge. But while we know a good deal about how to optimize early development for all children, we need to continue to develop and test the effectiveness of early childhood programs that offer a genuinely comprehensive set of services and educational opportunities to all children, and ensure these programs are grounded in developmental science.

There was an exchange between Drs. Weldon and Lyon unrelated to the topic at hand but related to the Institute. Dr. Weldon cited a document from NICHD which states “one in 165 children are being diagnosed today as having autism spectrum disorders. This is up from about one in 3,000 to one in 5,000 kids 20 years ago.” This then led to a discussion of the relative value of research on the this versus sexually based behavioral research. Dr. Weldon asserted that there is “an epidemic of developmental disorders in our kids” that is not being addressed and “that we have misdirected our priorities.”