| |
Chapter III |
| Table 3.1 |
The Majority of Urban Teachers Used Either
Creative Curriculum or High/Scope While the Majority of Rural Teachers
Used Creative Curriculum |
| Table 3.2 |
Type of Curricula and Classroom Quality
Scores |
| |
|
| |
Chapter IV |
| Table 4.1 |
Comparison of Lead Teacher Backgrounds,
FACES Fall 1997 and Fall 2000 |
| Table 4.2 |
Summary of Center- and Classroom-Level
Factors Predicting Classroom Quality, Fall 2000 |
| |
|
| |
Chapter V |
| Table 5.1 |
Three-Level Regression Models of Assessment
Scale Scores of Head Start Children in Fall and Spring of Program
Year, and Fall-Spring Gains, 2000-2001 |
| Table 5.2 |
Three-Level Regression Models of Assessment
Scale Scores of Head Start Children in Fall and Spring of Program
year, and Fall-Spring Gains, 2000-2001 |
| Table 5.3 |
Three-Level Regression Models of Behavior
Rating Scores of Head Start Children in Fall and Spring of Program
Year, and Fall-Spring Gains, 2000-2001 |
| Table 5.4 |
Three-Level Models of Behavior Rating
Scores of Head Start Children in Fall and Spring of Program Year,
and Fall-Spring Gains, 2000-2001 |
| |
|
| |
Chapter VI |
| Figure 6.1 |
Significant Head Start Moderators of
Negative Outcomes Associated With Risk Factors |
| Figure 6.2 |
Significant Adjusted Odds Ratios and 95%
Confidence Intervals for Maternal Depression, Exposure to Violence,
Domestic Violence, Alcohol Use, and Involvement With the Criminal
Justice System |
