The University of Cincinnati is investigating data collection methods and teaching quality with regard to Head Start outcomes. The four specific goals of this project are to: (a) identify and configure a data management system for analysis of child outcome data, (b) evaluate teacher effectiveness with regard to the planned and active curriculum, (c) provide professional development to teachers and supervisory staff with regard to teacher effectiveness and collection of outcome data, and (d) provide continuous program improvement through the use of outcome data that ultimately improves early learning environments for Head Start children. Researchers will determine if the planned curriculum leads to expected child outcomes, if the active curriculum (e.g., what happens in the classroom) is effective in accelerating performance and scaffolding development, and how child outcome data is analyzed for decision-making with regard to continuous improvement in Head Start. Participants include approximately 1650 Head Start children and 100 Head Start teachers randomly assigned to either a control group, a component control group, or an experimental group. Control group teachers receive no services, component control group teachers participate in a workshop on effective teaching and management, and experimental group teachers participate in the workshop and also receive ongoing feedback and support. The researchers aim to provide Head Start and the early childhood community with a unique, reasonable, and "doable" model for managing data; observing teacher effectiveness; providing feedback to teachers, parents, and staff with regard to child outcomes; and approaching professional development as a continuous improvement process.