Related Resource of study 4149

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Result Resource Type Publication Date

Low-income children in Head Start and beyond: Findings from FACES

This chapter analyzes changes in children's emergent literacy skills during their participation in Head Start and into kindergarten but also examines factors at the program, center, and classroom levels that may enhance or constrain children's acquisition of emergent literacy and numeracy skills. (author abstract)

Reports & Papers

2006

Pathways among exposure to violence, maternal depression, family structure, and child outcomes through parenting: A multigroup analysis

The present study examined the impact of proximal (maternal depression, family structure) and distal (exposure to violence) risk factors on parenting characteristics (warmth, control), which were in turn hypothesized to affect child social-emotional functioning. Using the Family and Child Experiences Study (FACES) 2000 cohort, findings revealed that study variables were significant predictors of child social-emotional functioning. Despite limited significant pathways in the structural equation models, the cumulative effect of the variables resulted in models accounting for 21%-37% of the outcome. Multigroup analysis revealed that although the amount of variance explained varied, the model held across subgroups. Findings support theories such as the family stress model that suggest that family risk factors negatively influencing children's development through influencing parenting behaviors. Findings also support considering both warmth and control as key parenting dimensions. It may be impractical for practitioners to address the myriad of potential risks encountered by low-income families, but parents can be equipped with mental health services, parent education, and other assistance to help them maintain positive parenting practices in the face of challenges. (author abstract)

Reports & Papers

July, 2010

Project Head Start: Quality and links to child outcomes

Whether Head Start is able to reduce the achievement gap and indeed whether it "works" has been a hotly debated topic since its inception, and legislative pressures to demonstrate program performance and accountability are increasing. Evaluation of its effectiveness has had a somewhat checkered past, partly because of changes in program philosophy, debates about the most appropriate and expectable outcomes from the program, and the evaluation methods that can best demonstrate these effects. In particular, several key questions have emerged, broadly stated as follows: 1. What is the quality of Head Start classrooms as early learning environments, how does it compare to other early childhood education settings, and what factors predict variations in quality? 2. Do children make significant gains in their school-readiness skills during the Head Start year and into kindergarten, and are these gains due to their exposure to Head Start? 3. Is program quality related to children's gains during Head Start and into kindergarten? 4. What difference does participation in Head Start make to key school-readiness outcomes and parental practices for children and parents from low-income families? 5. Under what circumstances does Head Start achieve the greatest impact? What works for which children? Which Head Start services are most related to impact? To answer these key questions, this chapter reviews the state of the national Head Start program, with emphasis on the findings from the Head Start Child and Family Experiences Survey (FACES) and the Head Start Impact Study (HSIS). (author abstract)

Reports & Papers

2010

Testing mediation using multiple regression and structural equation modeling analyses in secondary data

Mediation analysis in child and adolescent development research is possible using large secondary data sets. This article provides an overview of two statistical methods commonly used to test mediated effects in secondary analysis: multiple regression and structural equation modeling (SEM). Two empirical studies are presented to illustrate the respective circumstances in which the two methods are most useful. One study examines the mediated effect of parents' social capital on parent involvement in Head Start programs through parent-child bond. The other study assesses the mediating effects of structured routine activities, delinquent association, and prosocial belief on the relationship between religiosity and juvenile delinquency. (author abstract)

Reports & Papers

June, 2011

Head Start teachers across a decade: Beliefs, characteristics, and time spent on academics

We examined changes in teachers' beliefs regarding developmentally appropriate practice (DAP) in 2000, 2003, 2006, and 2009 using data from the Head Start Family and Child Experience Survey. In addition, we examined how teacher education, credentials, and professional experience relate to beliefs about DAP and explored how these relationships differ by cohort. We also explored teachers' reports of time spent in math and literacy focused activities. Findings indicate that after 2003, developmentally appropriate beliefs decreased significantly, while developmentally inappropriate beliefs increased. Results also showed significant increases in the frequency of literacy activity across the decade, while the frequency of math activity was more consistent. Despite these changes, teachers with more education consistently held the most appropriate beliefs. These findings indicate that teacher education may buffer against influences of pushed down curricula and increased accountability. This study also illustrates that policies at the national level have the potential to impact children's day-to-day classroom experiences. (author abstract)

Reports & Papers

September, 2017

Using bifactor models to measure teacher-child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale

Bifactor models have great promise to support the measurement of adult-child interaction in early childhood settings but are not frequently used in the field. This study explored whether a bifactor model fit teacher-child interaction data gathered from the Caregiver Interaction Scale (CIS; Arnett, 1989) in four cohorts of the recent Head Start Family and Child Experiences Survey (FACES) study (1997-2006). Analyses also examined concurrent validity of this approach using several teacher- and child-level variables. In total, 1422 Head Start classrooms were observed with the CIS. Factor analyses found that a bifactor model, featuring one factor for overall positive teacher-child interaction as well as two methodological factors accounting for whether items targeted appropriate or (reverse-coded) inappropriate behaviors, fit the data well, consistent with other recent work. Further, evidence of concurrent validity for this bifactor model of teacher-child interaction emerged with lead teachers' background factors (experience and CDA credential) and their global classroom quality, as well as children's prosocial skills. Overall, results illustrate both the utility and logistics of the bifactor model approach to measuring interaction quality in early childhood settings. (author abstract)

Reports & Papers

Q3 2016

A dyadic analysis of Head Start parents' depressive symptoms and parent involvement: Sense of mastery as a mediator

This study used the actor-partner interdependence mediation model to examine the association among parents' depressive symptoms, sense of mastery, and parent involvement. To address the research goal, this study conducted secondary analysis using the cross-sectional data collected from the 2000 cohort of the Head Start Family and Child Experiences Survey. Both mothers and fathers with children enrolled in Head Start programmes completed the phone interviews and questionnaires. Results showed that sense of mastery significantly mediated the association between parents' depressive symptoms and Head Start involvement for both parents. Specifically, mothers' increased depressive symptoms were related to lower sense of mastery, which in turn was related to fathers' increased involvement at Head Start. Implications of this study and future research are discussed. (author abstract)

Reports & Papers

November, 2017

National profiles of school readiness skills for Head Start children: An investigation of stability and change

A study of school readiness skills profiles for Head Start children at the beginning and end of the children's first preschool year, and an examination of predictors of stability and change across readiness profiles, based on data from a nationally representative sample of 2,336 Head Start children from the Head Start Families and Child Experiences Survey (FACES) 2000

Reports & Papers

Q4 2012

Characterizing disability in Head Start programs: Not so clearcut

An identification of Head Start children meeting three different criteria for having a disability or developmental delay, an identification of three additional categories based on alternative criteria, an examination of the children's early literacy, social, and behavioral skills both at entry to Head Start and at the end of kindergarten, and an examination of disability status as a predictor of kindergarten outcomes, based on data from 638 children from the Family and Child Experiences Survey (FACES) 2000 data set

Reports & Papers

Q4 2012

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

December, 2011

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

December, 2011

Methodological considerations in using complex survey data: An applied example with the Head Start Family and Child Experiences Survey

A presentation of analytical issues and methodological considerations when using complex survey data illustrated with analyses from Head Start Family and Child Experiences Survey (FACES) with recommendations for reporting results

Reports & Papers

June, 2011

Family involvement and educator outreach in Head Start: Nature, extent, and contributions to early literacy skills

Measures of both educator outreach to families and family involvement in both Head Start and their children's early education, and a study of these measures' relationships to reading, cognitive, and social outcomes of children, based on data from 3,100 children and families enrolled in the Head Start, 286 of their classroom teachers, and 222 center directors

Reports & Papers

March, 2011

FACES Instrument Matrix

The Head Start Family and Child Experiences Survey (FACES) uses many instruments to collect data. This document provides a complete list of the FACES instruments indexed in the Research Connections' database. Every instrument is hyperlinked to its corresponding record and "X"s designate which cohorts they were used in. Other alpha characters represent the instruments' availability: OS = obtainable through the original source; RC = obtainable through Research Connections. While all instruments are listed, those instruments that are copyrighted are not available. To access a particular instrument, click on the appropriate link.

Other

Summer 2010

Understanding Head Start children's problem behaviors in the context of arrest or incarceration of household members

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

Reports & Papers

Q3 2010

Neighborhoods as a developmental context: A multilevel analysis of neighborhood effects on Head Start families and children

A study of the relationships between neighborhood factors and children's cognitive and behavioral outcomes, including family and social factors that mediate and/or moderate these relationships, from an analysis of combined Head Start Family and Child Experiences Survey (FACES) and Census 2000 data

Reports & Papers

March, 2010

Guide to datasets for research and policymaking in child care and early education

An annotated bibliography of existing large-scale datasets that provide useful information to policymakers, researchers, and others in the field of child care and early education in the United States

Other

January 2009

Kindergarten Followup: Head Start Family and Child Experiences Survey: Kindergarten Teacher Survey: Spring 2002/2003

Instruments

Spring 2002

Kindergarten Followup to the Head Start Family and Child Experiences Survey: Teacher's Child Report Form: Spring 2002/2003

Instruments

Spring 2002

Head Start Family and Child Experiences Survey: Kindergarten Followup Parent Interview: Spanish Version: Spring 2002/2003

Instruments

Spring 2002

Head Start Family and Child Experiences Survey: Kindergarten Followup Parent Interview: Spring 2002/2003

Instruments

Spring 2002

Head Start Family and Child Experiences Survey Teacher Interview (FACES 2000): Spring 2002

Instruments

Spring 2002

Head Start Family and Child Experiences Survey (FACES 2000): Teacher's Child Report Form: Spring 2002

Instruments

Spring 2002

Head Start Family and Child Experiences Survey Parent Interview: Spanish Version (FACES 2000): Spring 2002

Instruments

Spring 2002

Head Start Family and Child Experiences Survey (FACES 2000): Head Start Parent Interview: Spring 2002

Instruments

Spring 2002

Head Start Family and Child Experiences Survey Center Director Interview (FACES 2000): Spring 2002

Instruments

Spring 2002

Head Start Family and Child Experiences Survey Teacher Interview (FACES 2000): Spring 2001

Instruments

Spring 2001

Head Start Family and Child Experiences Survey (FACES 2000): Teacher's Child Report Form: Spring 2001

Instruments

Spring 2001

Head Start Family and Child Experiences Survey Parent Interview: Spanish Version (FACES 2000): Spring 2001

Instruments

Spring 2001

Head Start Family and Child Experiences Survey Parent Interview (FACES 2000): Spring 2001

Instruments

Spring 2001

Head Start Family and Child Experiences Survey (FACES 2000): Father Questionnaire

Instruments

Spring 2001

Head Start Family and Child Experiences Survey (FACES 2000): Family Service Worker Interview: Spring 2001

Instruments

Spring 2001

Head Start Family and Child Experiences Survey: Center Director Interview: Spring 2001

Instruments

Spring 2001

Head Start Family and Child Experiences Survey Teacher Interview (FACES 2000): Fall 2000

Instruments

Fall 2000

Head Start Family and Child Experiences Survey (FACES 2000): Teacher's Child Report Form: Fall 2000

Instruments

Fall 2000

Head Start Family and Child Experiences Survey Parent Interview: Spanish Version (FACES 2000): Fall 2000

Instruments

Fall 2000

Head Start Family and Child Experiences Survey Parent Interview (FACES 2000): Fall 2000

Instruments

Fall 2000

Head Start Family and Child Experiences Survey: Education Service Coordinator Interview: Fall 2000

Instruments

Fall 2000

Head Start Family and Child Experiences Survey: Center Director Interview: Fall 2000

Instruments

Fall 2000

Nonpoor children in Head Start: Explanations and implications

An explanation of the contribution of policy exemptions to the growth of the number of children in Head Start programs from families living above the poverty line

Reports & Papers

Summer 2007

Nonpoor children in Head Start: Explanations and implications

An examination and explanation of rates of nonpoor children's enrollment in Head Start as reported in national surveys

Reports & Papers

29 March, 2007

FACES findings: New research on Head Start outcomes and program quality

Highlights of findings on multiple aspects of the Head Start program, including classroom quality and benefits to children and families

Fact Sheets & Briefs

December, 2006

Head Start Performance Measures Center Family and Child Experiences Survey (FACES 2000) technical report

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

Reports & Papers

February, 2006

Emergent literacy of low-income children in Head Start: Relationships with child and family characteristics, program factors, and classroom quality

A study of Head Start program effectiveness in the area of early literacy, using data from the Head Start Family and Child Experiences Survey (FACES) child assessment battery, as administered to the FACES 2000 cohort

Reports & Papers

2006

Assessment Profile for Early Childhood Programs: Research version (2nd ed.)

Instruments

1998

Head Start: Curriculum use and individual child assessment in cognitive and language development

A mix of resources presenting information about teacher mentors, child assessments, curricula changes and improvements, and overall progress in performance standards for cognitive and language development in Head Start programs

Other

September, 2003

Cooperative Classroom Behavior (Teacher Report)

Instruments

Social Skills and Positive Approach to Learning (Parent Report)

Instruments

Behavior Problems Scale (Teacher Report)

Instruments

Child Behavior Problems Index

Instruments

Story and Print Concepts

Instruments

Leiter International Performance Scale (Rev. ed.)

Instruments

1997

Head Start FACES 2000: A whole-child perspective on program performance

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)

Reports & Papers

May, 2003

Head Start Family and Child Experiences Survey (FACES)

A series of nationally representative longitudinal cohort studies of the experiences of Head Start children and families

Major Research Projects

The High/Scope Child Observation Record Study

Instruments

1993

McCarthy Scales of Children's Abilities

Instruments

1972

The Head Start Family and Child Experiences Survey (FACES): What are we learning about program quality and child development?

A summary of findings from the 1997 and 2000 waves of the Head Start Family and Child Experiences Survey (FACES)

Fact Sheets & Briefs

Winter 2003

Woodcock-Johnson Psycho-Educational Battery (Rev. ed.)

Instruments

1990

Peabody Picture Vocabulary Test (3rd ed.)

The third edition of a listening comprehension measure for spoken words in standard English, as well as a screening test of verbal ability for individuals aged 2 years, 5 months through 90 years or older

Instruments

1997