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Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, 2006
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES), 2000 Cohort

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Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report [Executive summary]
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, 2006
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A summary of a longitudinal study of the academic and social outcomes of Head Start children during the Head Start years and in kindergarten, based on data from the Head Start Family and Child Experiences Survey (FACES), 2000 Cohort

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Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs
Early, Diane Marie, March/April 2007
Child Development, 78(2), 558-580

An examination of the connections between preschool teachers' academic degrees and major courses of study and classroom quality and children's academic skills during the year before entering kindergarten, based on data from multiple studies, including the Early Head Start (EHS) Follow-Up, Georgia Early Care Study (GECS), and Head Start Family and Child Experiences Survey (FACES 2003)

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Understanding Head Start children's problem behaviors in the context of arrest or incarceration of household members
Ziv, Yair, Q3 2010
Early Childhood Research Quarterly, 25(3), 396-408

A comparison of aggression, hyperactivity, and withdrawn behaviors in groups of children living in households where a member either had or had not been arrested or incarcerated, and an examination of the moderating influences of length of Head Start enrollment, parent involvement in kindergarten, and the use of spanking, from a secondary analysis of nationally representative data collected from families of Head Start children

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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