PlainBillCongress, translated.Legislation. Context. Public interest.Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (text of measure as introduced: CR S10150-10151)
Congressional Research Service
Version 00 · Introduced in Senate · Jul 29, 2003
(NOTE - S.1940 & S.1483, unlike H.R.2210, do not provide for State demonstration programs that allow States to administer their allotment of Federal Head Start funds.)
Head Start Coordination and School Readiness Act - Amends the Head Start Act to reauthorize through FY 2008 and revise Head Start programs.
Requires expanded coordination and collaboration among Head Start and other agencies. Requires States that receive Head Start quality improvement and collaboration grants (currently collaboration grants) to establish: (1) State Head Start Quality Improvement and Collaboration Offices; and (2) State advisory councils on collaboration on early care and education activities for children.
Showing the opening paragraphs of the official summary.
Directs the Secretary of Health and Human Services to issue regulations requiring Head Start agencies to implement certain policies and procedures for enrollment of eligible homeless children.
Revises requirements for the Secretary's designation of Head Start agencies, as well as those for quality standards.
Requires annual Head Start program self-assessments, reports, and improvement plans.
Requires Head Start agencies to have: (1) a program meeting all quality standards; (2) capacity to serve eligible children with scientifically based curricula and other interventions and support services that promote school readiness; (3) outreach to schools, local educational agencies (LEAs), local businesses, community-based organizations, faith-based organizations, museums, and libraries; and (4) coordination with LEAs, particularly on ways to increase participation of underserved populations.
Revises requirements for Early Head Start grant programs to include: (1) consideration of homeless infants and toddlers; (2) migrant and seasonal Head Start programs; (3) grants to applicants in communities which have experienced a large percentage increase in limited English proficient (LEP) children and families; and (4) professional development to increase program participation for underserved populations.
Establishes increased staff qualification requirements for Head Start programs.
Requires individuals receiving financial assistance under the Act to pursue a degree to qualify as Head Start staff to: (1) teach or work in a Head Start program for at least three years after receiving the degree; or (2) repay the assistance received.
Requires every Head Start agency and program to create a professional development plan for employees providing direct services to children.
Establishes programs to: (1) attract and retain high-quality Head Start classroom teachers; and (2) improve literacy in Head Start programs.
Directs the Secretary to contract with the Board on Children, Youth, and Families of the National Research Council and the Board on Testing and Assessments of the National Academy of Sciences to establish expert, independent panels to study, report, and make recommendations on: (1) the assessment of school readiness in young children; and (2) the Head Start reporting system.
People & committees
Sen. Dodd, Christopher J. [D-CT] · D–CT
Legislative record
A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.
Read twice and referred to the Committee on Health, Education, Labor, and Pensions. (text of measure as introduced: CR S10150-10151)
Sponsor introductory remarks on measure. (CR S10145-10146)
Introduced in Senate
Primary sources
Text links open the official source. We currently store references to these documents.
No related bills are listed in this snapshot. This does not establish whether the proposal has appeared in earlier Congresses.
Source last updated: Aug 18, 2025. Consult Congress.gov for the current record.
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Analyze S.1483 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.
Examine S.1483 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.
Examine S.1483 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.
Examine S.1483 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.