Data Tables for FACES 2006: Head Start Children Go to Kindergarten Report. ACF-OPRE Report
Author: Malone, Lizabeth
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Credentials,School Readiness,Reading Readiness,Disadvantaged Youth,Young Children,Kindergarten,Tables (Data),Early Childhood Education,Classroom Techniques,Interviews,Parent Attitudes,Teacher Attitudes,Measures (Individuals),Educational Quality,Socioeconomic Status,Risk,Parent Participation,Correlation,Educational Experience,Longitudinal Studies,Profiles,Family Environment,Program Effectiveness,Outcomes of Education,Preschool Education

The Head Start Family and Child Experiences Survey (FACES), sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families (ACF), was first launched in 1997 as a periodic longitudinal study of program performance. Successive nationally representative samples of Head Start children and their families, classrooms, and programs provide descriptive information on the population served; staff qualifications, credentials, beliefs, and opinions; classroom practices and quality measures; and child and family outcomes. FACES includes a battery of direct child assessments across multiple domains. It also includes interviews with the child's parents, teachers, and program managers, as well as direct observations of classroom quality. This set of tables is designed to accompany a research brief that describes the group of children who first entered Head Start in fall 2006 either as a 3- or 4-year-old, completed one or two years in the program, and attended kindergarten the year after graduating from Head Start. Head Start Children Go to Kindergarten profiles the demographic characteristics of this group and describes their home and family life. It includes a description of the schools and kindergarten classrooms Head Start graduates attend. The report documents children's gains in a broad set of skills from program entry to Head Start graduation and to the end of the kindergarten year, and investigates the associations between children's skills when entering and leaving Head Start, their skills at the end of Head Start, and their progress through the spring of their kindergarten year (West et al. 2010b). Following an introduction to the study methodology and sample, the tables in the first section provide information on the children's characteristics, family demographics, and home life, including language background, educational environment of the home, family routines, and socioeconomic risk status. They include information on parents' involvement with their children's elementary schools, the level of satisfaction with their children's schools, and parents' beliefs about how well Head Start prepared their children for kindergarten. In the second set of tables, the authors provide information about the schools Head Start children attend for kindergarten, their kindergarten classrooms, and their teachers. The authors include information on the background of the children in their classrooms as well as educational experiences in the classroom. The third set of tables chronicles children's developmental progress from the time they completed Head Start through the end of kindergarten. In the final two sections, the authors explore (1) the associations between children's school readiness skills as they complete Head Start and their developmental outcomes at the end of kindergarten and (2) the associations of child/family and Head Start characteristics with children's development at the end of Head Start and their developmental progress from Head Start entry to the end of kindergarten. They also explore the relationship of children's relative skills at program entry (that is, low, average, or high ability) to their development progress during this time period. (Contains 109 tables and 18 notes.) [For related report, "Head Start Children Go to Kindergarten. ACF-OPRE Report", see ED517211.]