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Appendix
Data Collection Instruments
Brief descriptions of the data collection instruments reported in this Research Brief are listed below. Please refer to the forthcoming FACES 5th Progress Report for detailed descriptions of all the instruments used in FACES 2003.
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The vocabulary test used in FACES 2003 includes a shortened 48-item adaptive version of Peabody Picture Vocabulary Test (PPVT) – Third Edition. This version was constructed using item Response Theory (IRT) techniques and maintains the strong psychometric qualities of the original. Spanish vocabulary was assessed using an adaptive version of the Test de Vocabulario en Imagenes Peabody (TVIP).
- Early reading, early writing, and early math skills were measured in FACES 2003 using selected items from both revised and third editions of the Woodcock-Johnson Psycho-Educational Battery. IRT techniques were used to generate standard scores based on the norming populations for the revised edition (WJ-R) and the third edition (WJ-III). Scores reported in this research brief use the norming population for the revised edition.
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The Letter-Word identification task measures children’s reading skills in identifying isolated letters and words that appear in large type on the pages of the test book.
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The Spelling/Dictation task measures prewriting skills, such as drawing lines and copying letters, writing specific upper-or-lower case letters of the alphabet, and writing specific words and phrases, punctuation, and capitalization.
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The Applied Problems task measures children’s skill in analyzing and solving practical problems in mathematics, such as simple counting, addition, or subtraction operations.
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Phonemic awareness was measured by an abbreviated version of the Preschool Children’s Test of Phonological Processing (Pre-CTOPP) Elision task. It uses pictures to assist children in determining how the meaning of a word changes when one of its component sounds is taken away.
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The story and print concepts task asked children to identify where the name of the book is written, where the material to be read begins, and in what direction the reading proceeds. A story was read to the children and then they answered basic questions about both the content of the story and the mechanics of reading.
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Children’s perceptual-motor skills were measured by the Draw-A-Design task of McCarthy Scales of Children’s Abilities which asked the child to draw copies of a series of increasingly complex geometric figures.
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A global rating of classroom quality based on learning materials, activities, and interactions in the classroom was obtained using the Early Childhood Environment Rating Scale-Revised (ECERS-R). The scale assesses six domains of classroom quality: space and furnishings, personal care routines, language and reasoning, activities, interaction, and program structure.
The following table shows a list of all the measures used in FACES 1997, 2000, and 2003.
| FACES 1997 | FACES 2000 | FACES 2003 | ||||||
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| Fall | Spring | Fall | Spring | Fall | Spring | |||
| Child Cognitive Measures | Peabody Picture Vocabulary Test-III |  |
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| Woodcock-Johnson: Letter Word Identification | |
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| Woodcock-Johnson: Applied Problems | |
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| Woodcock-Johnson: Dictation | |
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| McCarthy Draw-A-Design | |
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| Story and Print Concepts: Book Knowledge | |
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| Social Awareness Task | |
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| Assessment Behavior Scale | |
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| Parent Report of Emerging Literacy Scale | |
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| Leiter Revised Sustained Attention Task | |
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| Pre-LAS Simon Says | |
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| Pre-LAS Art Show | |
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| Pre CTOPP Elision | |
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| Test de Vocabulario en Imagenes Peabody (TVIP) | |
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| Bateria Woodcock-Muñoz: Identificacion de letras y palabras | |
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| Bateria Woodcock-Muñoz: Problemas Aplicados | |
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| Bateria Woodcock-Muñoz: Dictado | |
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| Child Social-Emotional Measures | Teacher Report | Social Skills/Cooperative Classroom Behavior | |
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| Behavior Problems | |
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| Preschool Learning Behavior Scale | |
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| Parent Report | Social Skills/Positive Approaches to Learning | |
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| Behavior Problems | |
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| Child Observation Record | |
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| Independent Observer | Howes Peer Play Scale | |
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| Parent Measures | Pearlin Mastery Scale | |
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| CES-D Depression Scale | |
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| Combined Activities Scale | |
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| Weekly Activities Subscale | |
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| Montly Activities Subscale | |
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| K-FAST | |
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| Parent Involvement in Head Start | |
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| Classroom Measures | Counts of children and adults | |
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| Assessment Profile: Scheduling | |
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| Assessment Profile: Learning Environment | |
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| Assessment Profile: Individualizing | |
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| ECERS (ECERS-R in 2000 and 2003) | |
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| Arnett Scale of Caregiver Behavior: Lead Teacher | |
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| Arnett Scale of Caregiver Behavior: Assistant Teacher | |
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| Teacher Beliefs Scale | |
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FACES 2003 Fall/Spring Scores Reported in this Research Brief
The following table shows the fall 2003 and spring 2004 means and standard deviations for the norm-referenced scores from FACES 2003 for all children assessed in English in the fall and the spring.
| Scales (standard scores) | Number of Cases | FALL 2003 | SPRING 2004 | ||
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| Mean | SD | Mean | SD | ||
| PPVT-III (vocabulary) | 1756 | 85.6 | 11.6 | 88.5 | 11.1 |
| WJR: Letter-Word Identification (early reading) | 1757 | 95.1 | 7.9 | 94.9 | 10.6 |
| WJR: Applied Problems (early math) | 1730 | 88.4 | 15.0 | 89.9 | 15.1 |
| WJR: Dictation (early writing) | 1624 | 86.5 | 13.6 | 87.2 | 12.2 |
The following table shows the fall 2003 and spring 2004 means and standard deviations for the criterion-referenced scores from FACES 2003 for all children assessed in English in the fall and the spring.
| Scales | Number of Cases | FALL 2003 | SPRING 2004 | ||
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| Mean | SD | Mean | SD | ||
| Phonemic Awareness | 1745 | 3.8 | 1.6 | 4.8 | 1.7 |
| Story & Print Concepts | 1759 | 3.0 | 2.1 | 4.6 | 24 |
| Design Copying | 1762 | 3.6 | 1.2 | 4.7 | 1.3 |
The following table shows the fall 2003 and spring 2004 means and standard deviations for the PPVT-III (vocabulary) scores from FACES 2003 for Hispanic, Black (non-Hispanic), and White (non-Hispanic) children assessed in English in the fall and the spring.
| Scales | Number of Cases | FALL 2003 | SPRING 2004 | ||
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| Mean | SD | Mean | SD | ||
| Hispanic | 381 | 82.3 | 11.9 | 87.2 | 10.5 |
| Black (non-Hispanic) | 612 | 82.9 | 10.4 | 85.0 | 10.4 |
| White (non-Hispanic) | 553 | 91.5 | 10.4 | 93.8 | 10.4 |
The following table shows the fall 2003 and spring 2004 means and standard deviations for scores from FACES 2003 for children 4 years old and older who were assessed in English in the fall and the spring.
| Scales (standard scores) | Number of Cases | FALL 2003 | SPRING 2004 | ||
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| Mean | SD | Mean | SD | ||
| PPVT-III (vocabulary) | 949 | 85.8 | 12.8 | 88.9 | 11.6 |
| WJR: Letter-Word Identification (early reading) | 947 | 93.1 | 8.8 | 93.8 | 11.4 |
| Number of Letters Known * | 947 | 4.3 | - | 10.1 | - |
| * Derived from the Letter-Word Identification measure. |
The following table shows the fall 2003 and spring 2004 means and standard deviations for the social-emotional development ratings for all children as reported by Head Start teachers.
| Scales | Number of Cases | FALL 2003 | SPRING 2004 | ||
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| Mean | SD | Mean | SD | ||
| Cooperative Classroom Behavior | 2091 | 15.5 | 4.6 | 17.6 | 4.5 |
| Withdrawn Problem Behavior | 2074 | 2.0 | 2.2 | 1.8 | 22 |
| Hyperactive Problem Behavior | 2102 | 1.2 | 1.5 | 1.1 | 1.4 |
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