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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Tarullo, Louisa B. [remove];
36 results found.|
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ACF/OPRE report: Data tables for FACES 2006 Head Start children go to kindergarten report Data tables from a profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
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ACF/OPRE report: Data tables for FACES 2006 A second year in Head Start report Data tables from a profile of the development, families, and home environments of children participating in their second year of Head Start who had entered the program at age 3 in the fall of 2006, based on spring 2008 data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
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ACF-OPRE report: Data tables for FACES 2006 A year in Head Start report Data tables from a profile of the characteristics of Head Start children and families and their home and Head Start classroom environments from fall 2006 through spring 2007, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents |
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ACF/OPRE report: Head Start children go to kindergarten A profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
Reports & Papers
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ACF-OPRE report: A second year in Head Start: Characteristics and outcomes of children who entered the program at age three A profile of the development, families, and home environments of children participating in their second year of Head Start who had entered the program at age 3 in the fall of 2006, based on spring 2008 data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006) |
Reports & Papers
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ACF-OPRE report: A year in Head Start: Children, families and programs A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments from fall 2006 through spring 2007, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents |
Reports & Papers
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Beginning Head Start: Children, families and programs in fall 2006: FACES 2006 baseline report A profile of the characteristics of newly enrolled Head Start children and families and their home and Head Start classroom environments in fall 2006, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents |
Reports & Papers
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Child Care and Early Education Quality Features, Thresholds and Dosage and Child Outcomes: Study Design (Q-DOT) This two-and-a-half year design project will examine associations between the quality of early care and education settings and child outcomes, asking whether certain thresholds of quality or dosage need to be met or particular aspects of quality need to be present before links are apparent. The project is intended to provide guidance to ACF, other federal agencies and other stakeholders to guide new research on the quality of early care and education; support quality improvement initiatives and practice; and inform policy decision-making at the state and national levels. The project will focus on center-based settings serving children from birth through age 5, focusing on children from low-income families. The research questions are: (1) What specific features of quality in center-based early care and education for children from birth to age five lead to gains in child outcomes?; (2) Are there thresholds of quality above and below which the strength of the associations between quality and child outcomes differ? For example is there a level of quality above which improvements are associated with accelerated gains in child outcomes?; (3) Is there a minimum threshold of quality necessary to affect child outcomes?; (4) Do greater dosages of quality care lead to greater gains in child outcomes?; (5) How do quality features, thresholds and dosage relate independently to child outcomes? In relation to one another?; (6) How well are existing measures of quality care capturing these thresholds and dosages? |
Administration for Children and Families/OPRE Projects
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Child outcomes and classroom quality in FACES 2009 A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009 and spring 2010, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula, activities, and quality, based on fall 2009 and spring 2010 data for a sample of 370 classrooms and 3,022 children in the Head Start Family and Child Experiences Survey (FACES) |
Reports & Papers
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Child outcomes and classroom quality in FACES 2009 [Executive summary] A summary of a profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009 and spring 2010, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula, activities, and quality, based on fall 2009 and spring 2010 data for a sample of 370 classrooms and 3,022 children in the Head Start Family and Child Experiences Survey (FACES) |
Executive Summary
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Contexts of quality: Implications for U.S. child-care policy |
Other
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Data tables for Child outcomes and classroom quality in FACES 2009 report Data tables from a profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009 and spring 2010, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula, activities, and quality, based on fall 2009 and spring 2010 data for a sample of 370 classrooms and 3,022 children in the Head Start Family and Child Experiences Survey (FACES) |
Other
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Data tables for FACES 2009 Head Start children, families, and programs: Present and past data from FACES report Data tables from a profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 129 centers, 486 classrooms, and 3,349 children |
Other
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Design and implications of the Head Start Family and Child Experiences Survey (FACES) The design implications of the Head Start Family and Child Experiences Survey (FACES), a nationally representative six-phase survey that gathered data on Head Start's Program Performance Measures. |
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Early Head Start Research and Evaluation Project This project involves both a cross-site national study and local longitudinal studies of low-income families with young children in Early Head Start sites in 17 communities in the United States. The project was funded in two waves: Birth to Three (1996-2001) and Pre-Kindergarten Follow-Up (2001-2004). The five major components of the project are: an implementation study, an impact evaluation, local research studies, policy studies, and efforts toward continuous program improvement. The implementation study assessed the level and quality of implementation of EHS at each site, as well as variations across sites, with regard to five program areas: child development and health care; family partnerships; community involvement and partnerships; staff development; and program management. Results include a profile of each of the 17 research programs, their services and expected outcomes. The information gathered was critical for the development of the impact evaluation analyses and the identification of pathways to full implementation. The impact evaluation followed a random assignment, longitudinal design to examine how child, parent and family outcomes were influenced by EHS programs, as well as by variations in program approaches and community contexts, program implementation and services, and the characteristics of children and their families. The third component involves 16 local research projects conducted by 15 university-based researchers who partnered with Early Head Start research programs. Designed to investigate the unique outcomes and program functions of each Early Head Start program, these longitudinal studies continue through the second phase of the project, Pre-Kindergarten Follow-up (2001-2004). The policy studies component focuses on issues related to welfare reform, health and disabilities, child-care and fatherhood. The component of continuous program improvement consists of reports and presentations disseminating new information that can help all Early Head Start programs to increase their ability to meet the needs of families. |
Major Research Projects
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Early identification and intervention: Head Start's response to mental health challenges An overview of the structure and purpose of Head Start, and a discussion of proposed and nascent initiatives to increase general understanding of and the availability of reliable research data on the types, trajectories, treatments and prevalence of mental health problems affecting young children served through the Program |
Reports & Papers
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Effective early childhood programs: The U.S. Head Start experience Descriptions of Head Start's initiatives of program performance measures with a focus on the Family and Child Experiences Survey (FACES), including an overview of data collected to assess Head Start's outcomes and to refine the overall program |
Other
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The effectiveness of Early Head Start for 3-year-old children and their parents: Lessons for policy and programs A summary of the evaluated impacts of Early Head Start on child and parent outcomes near the end of program participation |
Reports & Papers
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FACES 2006 study design Highlights of the 2006 Head Start Family and Child Experiences Survey (FACES) study design |
Fact Sheets & Briefs
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FACES 2009 study design An overview of the study design of the Head Start Family and Child Experiences Survey 2009 (FACES 2009) |
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FACES: The Head Start Family and Child Experiences Survey A description of the Head Start Family and Child Experiences Survey (FACES), nationally representative five-phase survey that gathered data on Head Start's Program Performance Measures to identify the program's strengths and weaknesses. |
Other
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Head Start children, families, and programs: Present and past data from FACES A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments in fall 2009, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, and a comparison to profiles from 2000, 2003, and 2006, based on data collected in fall 2009 from a sample of 60 Head Start programs, 129 centers, 486 classrooms, and 3,349 children |
Reports & Papers
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Head Start: What do we know about its effectiveness?: What do we need to know? An overview of Head Start research from the program’s inception to the present, with a focus on improving program quality and knowledge about child development |
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Implementation of the Head Start National Reporting System: Spring 2005 update: Executive summary A summary of a study providing updated findings from the Head Start Quality Assurance Study, which examined Head Start staff fidelity to protocol in administering the National Reporting System Child Assessment, based on site visits to Head Start programs |
Executive Summary
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Implementation of the Head Start National Reporting System: Spring 2006: Executive summary A summary of findings from the third year of the Head Start Quality Assurance Study, which examined Head Start programs' experiences implementing the Head Start National Reporting System (NRS), including: the quality of their administration of the NRS Child Assessment; their approaches to training staff to conduct the NRS Child Assessment; their use of NRS results for program improvement; and program staff perspectives of the NRS, all based on site visits to a nationally representative sample of 35 Head Start programs |
Executive Summary
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