New York University will use data from the Head Start Family and Child Experiences Survey (FACES 2000 dataset) to examine children's patterns of school readiness and potential moderators of readiness in relation to end of kindergarten outcomes. The use of both variable-oriented and person-oriented analyses will yield information on children who manifest specific patterns of pre-academic competencies. These analyses will also help target intervention or curricular strategies for subgroups of children that can inform both individual and systems level change. It is expected that results of the study will provide the empirical support for whole-child theoretical assertions, as well as evidence for insertion into key practice and policy discussions.