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Teachers know and understand the broad range of content areas and the developmental expectations (i.e., social and emotional, cognitive, expressive and receptive language, motor, adaptive, and English language development) appropriate for young children as outlined by the Head Start Early Learning Framework. Teachers consider what they want children to know, understand, and be able to do using the five essential domains.

Health connects to school readiness long before a child enters school. Healthy development continues to support learning throughout childhood and later life. "Health in the earliest years—actually beginning with the future mother's health before she becomes pregnant—lays the groundwork for a lifetime of well-being…"

Head Start Collaboration Offices facilitate partnerships between Head Start agencies and state, territorial, or Tribal entities. State systems are designed to increase the effectiveness of early childhood services.

Explore this information for guidance on the types of organizations eligible to apply for Head Start funding, registration guidance for interested entities, and the requirements programs are required to adhere to after the receipt of a grant award.

Understand the Review Process

Check this page for FAQs about open notices of funding opportunities (NOFOs) from the Office of Head Start.

Created in 1965, Head Start is designed to prepare low-income preschool children for school by providing a comprehensive set of early child development services primarily through community-based organizations.

Explore the Office of Head Start approach to monitoring that ensures consistent quality and accountability of Head Start programs across the country, as well as opportunities for continuous improvement. 

Explore the instruments used to gather information to assess core performance areas of Head Start grant recipients.

Monitoring review reports summarize the results of on-site reviews that assess grant recipient compliance with requirements governing Head Start programs.