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Author:Aikens, Nikki [remove];
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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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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: 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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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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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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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) |
Other
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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 |
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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Quality Support Coaching in LAUP: Baseline findings from the 2011-2012 program year: Final report Preliminary findings from a study of a coaching professional development model for center-based and family child care teachers in Los Angeles Universal Preschool (LAUP) that document and explain the coaching process, based on interviews with 42 teachers, 64 conversations with coaches and teachers, and 43 activity logs from coaches |
Reports & Papers
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Quality Support Coaching in LAUP: Findings from the 2011-2012 program year: Final report A study of a coaching professional development model for center-based and family child care teachers in Los Angeles Universal Preschool (LAUP) that: documents and explains the coaching process; identifies successes, challenges, and lessons learned; and defines the logic model for the coaching, based on 159 conversations with coaches and teachers, 78 activity logs from coaches, fall and spring interviews with 42 teachers, and questionnaires from 16 coaches |
Reports & Papers
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