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INTRODUCTION |
| Figure I.1 |
Head Start Program Performance Measures Conceptual
Framework |
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CHAPTER I |
| Figure 1.1 |
Most Children Entering Head Start Have Academic Skills
Below National Norms |
| Figure 1.2 |
Head Start Students Show Gains in Vocabulary and Early
Writing Skills During Program Year |
| Figure 1.3 |
Vocabulary Standard Scores of Children in Fall and
Spring of Head Start Year: FACES 1997 Versus FACES 2000 |
| Figure 1.4 |
Early Writing Standard Scores of Children in Fall and
Spring of Head Start Year: FACES 1997 Versus FACES 2000 |
| Figure 1.5 |
Letter Identification Standard Scores of Children in
Fall and Spring of Head Start Year: FACES 1997 Versus FACES 2000 |
| Figure 1.6 |
Early Math Standard Scores of Children in Fall and
Spring of Head Start Year: FACES 1997 Versus FACES 2000 |
| Figure 1.7 |
Children who Enter Head Start With Lower Skills Show
Larger Gains in Comparison to National Norms |
| Figure 1.8 |
English-Language Vocabulary Skills of Head Start Children:
Spanish-Speaking Language-Minority, Language-Majority, and Combined
Population |
| Figure 1.9 |
Letter-Identification in English by Head Start Children:
Spanish-Speaking Language Minority, Language-Majority, and Combined
Population |
| Figure 1.10 |
Vocabulary and Letter Identification Skills in English
and in Spanish of Head Start Children From Spanish-Speaking Language-Minority
Families |
| Figure 1.11 |
Head Start Graduates Show Further Progress Toward National
Norms in Kindergarten |
| Figure 2.1 |
Head Start Students Show Gains in Cooperative Classroom
Behavior During Program Year |
| Figure 2.2 |
Head Start Students Show Significant Reductions in
Hyperactive Behavior During ProgramYear |
| Figure 2.3 |
Head Start Students Showed Similar Patterns of Problem
Behavior in 2000-2001 and 1997-1998 Program Years |
| Figure 2.4 |
Head Start Students who Enter With High Levels of Problem
Behavior Show Improvement During Program Year |
| Figure 2.5 |
Parents of Head Start Children Report Reductions in
Problem Behavior During Program Year |
| Figure 2.6 |
Parents Report Greater Improvement in Head Start Students
who Enter With High Levels of Problem Behavior |
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CHAPTER III |
| Figure 3.1 |
The Majority of Teachers Used Either Creative Curriculum
or High/Scope |
| Figure 3.2 |
Teachers Liked Their Respective Curricula for a Variety
of Reasons |
| Figure 3.3 |
Most Teachers From Northeast, Midwest, and West Used
Creative Curriculum or High/Scope While Majority of Teachers From
the South Used Other Curricula |
| Figure 3.4 |
The Classrooms of Teachers Who Used Creative Curriculum
or High/Scope had Significantly Higher Average ECERS-R Total Scores
and ECERS-R Language Scores Than Classrooms of Teachers Who Used Other
Curricula |
| Figure 3.5 |
The Classrooms of Teachers who Used Creative Curriculum
and High/Scope had Significantly Higher Average Quality Composite
Scores Than Classrooms Using Other Curricula |
| Figure 3.6 |
Classrooms That Used Creative Curriculum and High/Scope
had Significantly Higher Average ECERS-R Total Scores and ECERS-R
Language Scores Than Classrooms That Used All Other Curricula. Classrooms
That Used Widely Available Curricula Had Significantly Higher Average
ECERS-R Language Scores Than Classrooms That Used All Other Curricula
|
| Figure 3.7 |
Classrooms That Used Creative Curriculum and High/Scope
had Significantly Higher Average Quality Factor Scores Than Classrooms
That Used All Other Curricula. There Were no Significant Differences
in the Average Quality Composite Scores Between Classrooms That Used
Widely Available Curricula and All Other Curricula |
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CHAPTER IV |
| Figure 4.1 |
Classroom Quality in Head Start Compared With Other
Preschool and Child Care Settings |
| Figure 4.2 |
Distribution of Classrooms on ECERS and ECERS-R, Fall
1997 and 2000 |
| Figure 4.3 |
Teacher Beliefs Are Correlated With Classroom Quality,
Fall 2000 |
| Figure 4.4 |
A Model of Program- and Classroom-Level Factors Explaining
Quality in Head Start |
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CHAPTER V |
| Figure 5.1 |
Analytical Model of Multilevel Factors Predicting to
Classroom Quality and Children's Achievement and Gains in the Head
Start Year |
| Figure 5.2 |
Children in Head Start Program Using High/Scope Curriculum
Show Greater Gains in Letter Recognition Skills |
| Figure 5.3 |
Children in Head Start Programs With Higher Teacher
Salaries Show Larger Gains in Cooperative Classroom Behavior |
| Figure 5.4 |
Children in Head Start Programs With Higher Teacher
Salaries Show Larger Declines in Hyperactive Behavior |
| Figure 5.5 |
Children in Head Start Classes Taught by Teachers With
Bachelor's or Associate's Degrees Show Gains in Early Writing Skills |
| Figure 5.6 |
Head Start Children in Full-Day Classes Show Larger
Gains in Letter Recognition Skills Than Those in Part-Day Classes |
| Figure 5.7 |
Children in Full-Day Head Start Classes Show Greater
Gains in Early Writing Skills |
| Figure 5.8 |
Head Start Children Whose Parents Read to Them More
Often Show Larger Vocabulary Gains |
| Figure 5.9 |
Children in Head Start Classes With Higher, Moderate,
and Lower Quality Language Activities Show Parallel Gains in Vocabulary
Knowledge |
| Figure 5.10 |
Children in Head Start Classes With Higher Child-Adult
Ratios Show Larger Gains in Letter Recognition |
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CHAPTER VII |
| Figure 7.1 |
Correlations and Standardized Multiple Regression Coefficients
Between Reading Scale Scores at End of Kindergarten Year and FACES
Assessment Scale Scores at End of Head Start Year |
| Figure 7.2 |
Correlations and Standardized Multiple Regression Coefficients
Between General Knowledge Scale Scores at End of Kindergarten Year
and FACES Assessment Scale Scores at End of Head StartYear |
| Figure 7.3 |
Correlations and Standardized Multiple Regression Coefficients
Between Reading Scale Scores at End of Kindergarten Year and FACES
Assessment Scale Scores at End of Head Start Year-Norm-Referenced
Tests Only |
| Figure 7.4 |
Correlations and Standardized Multiple Regression Coefficients
Between General Knowledge Scale Scores at End of Kindergarten Year
and FACES Assessment Scale Scores at End of Head StartYear-Norm-Referenced
Tests Only |
| Figure 7.5 |
Correlations and Standardized Multiple Regression Coefficients
Between Reading Scale Scores at End of Kindergarten Year and FACES
Assessment Scale Scores at End of Head Start Year-Criterion-Referenced
Tests Only |
| Figure 7.6 |
Correlations and Standardized Multiple Regression Coefficients
Between General Knowledge Scale Scores at End of Kindergarten Year
and FACES Assessment Scale Scores at End of Head Start Year-Criterion-Referenced
Tests Only |
| Figure 7.7 |
Correlation Coefficients Between Parent and Teacher
Ratings of Children's Social Competence at the End of Head Start and
Teacher Reported Ratings of Cooperative Classroom Behavior at the
End of Kindergarten |
| Figure 7.8 |
Correlations and Significant Standardized Multiple
Regression Coefficients Between Teacher Ratings of Cooperative Classroom
Behavior at End of Kindergarten Year and Parent and Teacher Behavior
Ratings at End of Head Start Year |
| Figure 7.9 |
Correlations and Significant Standardized Multiple
Regression Coefficients Between Teacher Ratings of Total Problem Behavior
at End of Kindergarten Year and Parent and Teacher Behavior Ratings
at End of Head Start Year |
| Figure 7.10 |
Correlation Coefficients Between Parent and Teacher
Ratings of Children's Social Competence at the End of Head Start and
Reading Scale Scores at End of Kindergarten |
| Figure 7.11 |
Correlations and Significant Standardized Multiple
Regression Coefficients Between Reading Scale Scores at End of Kindergarten
Year and Parent and Teacher Behavior Ratings at End of Head Start
Year |
| Figure 7.12 |
Correlation Coefficients Between Parent and Teacher
Ratings of Children's Social Competencies at the End of Head Start
and General Knowledge Scale Scores at End of Kindergarten |
| Figure 7.13 |
Correlations and Significant Standardized Multiple
Regression Coefficients Between General Knowledge Scale Scores at
End of Kindergarten Year and Parent and Teacher Behavior Ratings at
End of Head Start Year |
| Figure 7.14 |
Correlations and Standardized Multiple Regression Coefficients
Between Reading Scale Scores at End of Kindergarten Year and FACES
Assessment Scale Gain Scores During Head Start Year |
| Figure 7.15 |
Correlations and Standardized Multiple Regression Coefficients
Between General Knowledge Scale Scores at End of Kindergarten Year
and FACES Assessment Scale Gain Scores During Head Start Year |
| Figure 7.16 |
Correlations and Standardized Multiple Regression Coefficients
Between Teacher Ratings of Cooperative Classroom Behavior at End of
Kindergarten Year and Parent and Teacher Behavior Ratings Gain Scores
During Head Start Year |
| Figure 7.17 |
Correlations and Standardized Multiple Regression Coefficients
Between Teacher Ratings of Problem Behavior at End of Kindergarten
Year and Parent and Teacher Behavior Ratings Gain Scores During Head
Start Year |
| Figure 7.18 |
Correlations and Odds-Ratio Estimates Between Teachers'
Decisions at End of Kindergarten Year to Assign Child to Repeat Kindergarten
and FACES Assessment Scale Scores at End of Head Start Year |
| Figure 7.19 |
Correlations and Odds-Ratio Estimates Between Teachers'
Decisions at End of Kindergarten Year to Assign Child to Repeat Kindergarten
and Parent and Teacher Behavior Ratings at End of Head Start Year |
