HHS’s Proposed Changes to Head Start: What They Could Mean for Latino Families and the Providers That Serve Them
By: Rosario Hernandez, Associate Director of Early Childhood Education, Policy, and Advocacy
On August 6th, 2026, the U.S. Department of Health and Human Services (HHS) published proposed changes to the Head Start Program Performance Standards, the standards that guide programs in delivering high quality early learning educational experiences including bilingual programming and specialized services for children with disabilities, supporting kindergarten readiness, and offering comprehensive services to children and families.
Key Takeaways for Families, Providers, and Advocates
1. These are proposed changes to Head Start programs and are not yet final. As part of the process, members of the public can voice concerns by submitting comment by October 6th, 2026. HHS must review and respond to comments before finalizing the rule.
2. Head Start providers should not change how they operate based on the proposal, until further guidance is released.
3. Families can continue to enroll regardless of citizenship or immigration status.
The changes, if they come to pass, would dramatically reduce standards that uphold best practice for teaching and learning across Head Start programs, affecting children’s learning and development and reshaping how families engage. HHS argues that removing regulatory requirements from the Head Start Performance Standards will reduce costs. But our analysis shows this comes with significant implications for providers, children, and families by reducing staffing, limiting service delivery, and weakening administrative requirements, raising concerns about how these changes could impact program quality.
The proposed rule is not yet final and the public still has an opportunity to provide public comment. HHS is expected to issue a final rule, after reviewing and responding to all comments. At this time, they will also issue an effective date. For now, Head Start programs should continue to run their programs as they have been and families should continue to enroll, regardless of their immigration status.
Background on Federal Head Start Program
For more than 60 years, Head Start has made it possible for children from low-income families to receive research- and evidence-based early learning experiences that promote school readiness. Since 1977, bilingual programming for DLLs has been a cornerstone of Head Start, alongside specialized services for children with disabilities and comprehensive health and wellness supports. Head Start also established requirements for parent participation, ensuring families have a meaningful role in shaping their children’s learning and development.
Children who participate improve in language, literacy and math, develop social skills, are physically healthier, and are better prepared for a lifetime of learning. In the long term, children are more likely to attend and finish college and yield higher adult earnings— and those are just a few of the benefits. But these outcomes are possible only because Head Start providers and programs are held to clear and consistent standards.
The proposed changes could also have significant implications for Head Start providers, including the Latino Policy Forum Acuerdo network, a coalition of Latino-serving early childhood providers who have a rich history of serving children and their families in Chicago. Analyses of the proposal suggest that providers could see significant changes, including; reduced staffing and services, larger group sizes, fewer teachers and support staff, shorter program days and, fewer mental health supports. While all the proposed changes are important, the Forum is providing analysis across 4 core areas:
Reduction in the administrative cap from 15% to 5%;
Reduced quality and teaching standards:increased group size and teacher-child ratios;
Mandated English only instruction; and
Elimination of the specific comprehensive services requirements that would impact health, mental health, and family support.
Reducing Administrative Cap
By reducing the administrative cap from 15% to 5%, providers will have less funding for program expenses: staffing, service delivery and administrative requirements. Providers have expressed they will struggle to maintain the overall health and stability of their organizations, which could affect program quality or cause smaller programs to close. In practice, programs will have fewer resources to manage day-to-day operations, such as recruiting and enrolling families, and tracking attendance and upholding facility safety and standards to ensure children have healthy physical environments, just to name a few.
Removing Child Ratios and Group Sizes
The proposed changes to staff-child ratios and group sizes could further strain programs. HHS’s proposed rule outlines that when fully implemented, the proposal will likely result in 16%-32% more children per teacher, while also creating inconsistencies among how programs staff and structure their classrooms. Research shows thatchild-staff ratios are a key quality indicator in early childhood education and care (ECEC) programs. Research also suggests that lower child-to-staff ratios improve child outcomes by increasing opportunities for individualized attention and educational instruction from staff.Providers have expressed concerns that this change may increase safety risks, increase workloads for educators and make staff retention more challenging.
English Only Instruction
A shift to English only instruction (exception for Tribal programs) would hurt children’s learning and development and have significant implications for programs currently providing bilingual programming. These changes will also affect how programs identify and support dual language learners. HHS’s own analysis acknowledges that implementing these changes would create substantial additional one time costs for an estimated 18,767 programs, which includes $47 million in one time costs for materials and $26-$78 million for professional development of teachers.
Less use of home languages during classroom instruction. A teacher could be limited in intentionally using a child’s home language to explain concepts, guide learning, provide directions, or build understanding
Ends requirement for screenings. Programs may still choose to screen and assess children in their home language, but removing the requirement could make it harder to identify instructional needs and ensure staff serving DLLs receive the targeted supports they need.
Disruptions to the bilingual workforce. English only instruction will require staff to be retrained or replaced. Educators would reduce their capacity to provide culturally and linguistically responsive instruction and communicate with families.
Disruption to multilingual children’s access to learning and more language barriers in the classroom. Children who are still developing English will be expected to receive instruction in a language they do not yet fully understand.
Some families may feel excluded. If parents understand that their child’s Head Start classroom will operate primarily or exclusively in English, families who are more comfortable communicating in Spanish or another language may become less likely to view the program as responsive to their needs.
Reduced Regulatory Guidance on Comprehensive Supports
Providers report the proposed changes would severely limit how comprehensive services will be delivered, require changes to staffing structure, and place additional strain on an already struggling workforce. If finalized, many providers may :
Remove most health, mental health screenings, dental care and developmental screenings and supplementing, instead providing more general guidance for programs to establish their own goals, with some exceptions for what is currently required through the Head Start Act.
Make parent policy councils optional which would change how parents engage in their child’s education. These councils have historically empowered parents to engage in budget discussion and enrollment priorities and other decisions that help shape their child’s education.
Your Voice is Important!
In light of these concerns, there is still an opportunity to weigh in because the proposed rule is not final yet. HHS must review and respond to public comments before finalizing the rule. We encourage you to make your voice heard by submitting your own public comment by October 6, 2026.
How to Submit a Comment
Your voice is part of the record. Here’s how to submit a public comment about the proposed changes to Head Start and the detrimental impact HHS’s proposed rule would have on Latino children and families.
Make sure the title reads “Reducing Federal Burden for Head Start Programs”
Look for the green “Submit a Public Comment” button
Follow the link to the federal comment submission system.
Enter your comment.
You may enter your email if you choose, but this is not required.
You can submit on behalf of yourself or an organization, but also anonymously. Select the appropriate category.
Review your submission, check the acknowledgement, and submit your comment.
Save your confirmation/receipt after submitting.
Resources
For Head Start Providers in Illinois
The Latino Policy Forum has created a comment template to assist Head Start providers in Illinois submit comment on how the changes will impact their program and their ability to provide high-quality, bilingual and bicultural, and comprehensive services to children and families in their communities.
Anyone can submit a comment. If you are a parent with a child in Head Start, an advocate for early childhood education access, or are simply concerned with changes to the program and how they will impact children and families, we invite you to submit your comment following the steps outlined above. Feel free to use any of the information shared in this article to support your comment, but make sure to share your unique perspective and use your own words.
In partnership with Start Early and UnidosUS, we have also created a template on the English Only proposal. This template can be adapted for individuals or advocacy organizations.
