Myths and misconceptions about Head Start have prevailed over the years. Many have believed that Head Start has a single, standardized educational curriculum that every program uses. This has never been true. From the beginning, local programs have had flexibility in planning educational curricula that meet the needs of their children and communities.

Another misunderstanding is that Head Start was designed primarily to develop the cognitive capabilities and improve the IQ's of low-income children. Raising IQ scores has never been the objective of Head Start. From its inception, the Head Start focus has been to improve not only the cognitive abilities of young children, but also their physical well being, social skills, and self-image.

Yet another misconception comes from the idea that Head Start was intended as a program solely for children of families with incomes below the poverty level. While it was established to serve the "poorest of the poor," since 1965 Head Start has provided that up to 10 percent of the children in the program can come from families above the poverty line. The original Planning Committee's idea was that whenever possible Head Start should give children from different income groups an opportunity to learn from one another.

One of the most harmful myths that has plagued Head Start is that it can inoculate children against the ill effects of growing up in poverty. Common sense tells us that a year or two of preschool can't guarantee a high school diploma, good job, and end to poverty, any more than a good diet and relationship during the first year of life ensures good health in old age and solid trust development. Children and families do benefit in Head Start. To change lives, broader social changes are required, such as health care and adequate nutrition for life, safe neighborhoods, good schools and childcare, and positive role models.