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Head Start FACES 2000:
A Whole-Child Perspective on Program Performance
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| Title Page | |
| Acknowledgments | |
| Executive Summary | |
| Introduction | |
| A. The Head Start Program Performance Measures Initiative | |
| B. Design and Methodology | |
| C. Related Research Initiatives | |
| D. Overview of Report | |
| Chapter I: Cognitive Gains Made by Head Start Children and Their Achievement in Kindergarten | |
| Research Questions | |
| Findings | |
| A. Emergent Literacy and Mathematics Skills of Head Start Children Compared With Those of the General Population of Preschoolers | |
| B. Change in Knowledge and Skills Over the Head Start Year | |
| C. Emergent Literacy Gains of Language-Minority Children | |
| D. Growth of Knowledge and Skills in Kindergarten | |
| Conclusions | |
| Chapter II: Social Skills and Problem Behavior of Head Start Children and Their Adjustment to Kindergarten | |
| Research Questions | |
| Findings | |
| A. Cooperative Classroom Behavior of Head Start Children | |
| B. Problem Behavior of Head Start Children | |
| C. Behavior and Adjustment in Kindergarten | |
| Chapter III: Relationship Between Curricula and Family, Program, and Classroom Characteristics | |
| Research Questions | |
| Methods | |
| Findings | |
| A. Head Start Teachers Report Using a Specific Curriculum, Receiving Training, and Having Access to Their Curriculum | |
| B. Relationship Between Curricula and Family, Program, and Classroom Characteristics | |
| Implications | |
| Chapter IV: Understanding Quality in Head Start Classrooms | |
| Research Questions | |
| A. What Quality Means and How We Appraise It | |
| Findings | |
| B. The Quality of Most Head Start Classrooms Continues To Be Good | |
| C. Teacher Qualifications and Experience Are Related to Classroom Quality | |
| D. Teacher Backgrounds and Experience Are Related to Their Attitudes and Knowledge | |
| E. Teacher Attitudes and Knowledge Are Related to Classroom Quality in Head Start | |
| F. Teacher and Program-Level Factors Explain Significant Variations in Classroom Quality | |
| G. Summary | |
| Key Findings | |
| Chapter V: Relationship of Program and Classroom Characteristics to Children's Cognitive Gains and Social Development in Head Start | |
| Research Questions | |
| Conceptual Framework | |
| Analysis Method | |
| Findings | |
| A. Use of an Integrated Curriculum | |
| B. Higher Teacher Salary Levels | |
| C. Teachers With Bachelors' or Associates' Degrees | |
| D. Full-Day Versus Part-Day Classes | |
| E. More Frequent Parental Reading to Children | |
| F. Classroom Quality Indicators Not Found to Relate to Gains | |
| Summary and Discussion | |
| Chapter VI: Relationship of Family and Parental Characteristics to Children's Cognitive and Social Development in Head Start | |
| Research Questions | |
| Findings | |
| A. Prevalence of Family and Parental Risk Factors and Their Relationship to Children's Outcomes | |
| B. Family Involvement and Its Relationship to School Readiness | |
| C. Head Start's Protective Role for Families and Children | |
| Summary | |
| Chapter VII: Predictive Validity of Cognitive and Behavioral Measures: Relationships Within and Across Cognitive and Social Developmental Domains | |
| Research Questions | |
| Findings | |
| A. Children's Scores on the FACES Instruments at the End of Head Start Predict Kindergarten Outcomes | |
| B. FACES Behavioral Ratings at the End of Head Start Predict Children's Social Competence in Kindergarten | |
| C. Behavior Ratings at the End of Head Start Predict Reading Skills and General Knowledge at the End of Kindergarten | |
| D. Head Start Fall to Spring Gain Scores From the FACES Battery Predict Kindergarten Outcomes | |
| E. Head Start Fall to Spring Gain Scores From the Behavior Ratings Predict Social Competence in Kindergarten | |
| F. Head Start Fall to Spring Gain Scores From the Behavior Ratings Predict Reading Skills and General Knowledge at the End of Kindergarten | |
| G. Head Start Fall to Spring Gain Scores From the Behavior Ratings Contribute to the Prediction of Reading and General Knowledge at the End of Kindergarten | |
| Conclusions | |
| Cumulative References | |
| Appendix | |
| List of Figures | |
| List of Tables | |
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