The role of access to Head Start and quality ratings for Spanish-Speaking Dual Language Learners’ (DLLs) participation in early childhood education

• We compare Spanish-speaking DLLs with monolingual-English children.
• We test for differences in Head Start attendance rates and center quality ratings.
• DLLs were more likely than monolingual-English children to attend Head Start.
• DLLs were also more likely to attend higher-quality ECE programs.
• If given access, Spanish-speaking DLL families will take advantage of quality ECE.

Data from the Head Start Impact Study (N = 4442) were used to test for differences between Spanish-speaking Dual Language Learners (DLLs) and monolingual English-speaking children in: (1) Head Start attendance rates when randomly assigned admission; and (2) quality ratings of other early childhood education (ECE) programs attended when not randomly assigned admission to Head Start. Logistic regressions showed that Spanish-speaking DLL children randomly assigned a spot in Head Start were more likely than monolingual-English learners to attend. Further, Spanish-speaking DLLs not randomly assigned a spot in Head Start were more likely to attend higher-quality ECE centers than non-DLL children. Policy implications are discussed, suggesting that, if given access, Spanish-speaking DLL families will take advantage of quality ECE programs.