Table of Contents | Previous | Next |
List of Tables
1-1 Demographic characteristics of Head Start children and families – Fall 2000
1-2 Demographic characteristics of Head Start children and families by years of enrollment in Head Start program – Fall 2000
2-1 Fall 2000 mean scores (SD) for FACES assessment measures on entry into Head Start
2-2 Mean scores (SD) for FACES measures from Fall 2000, Spring 2001, and Fall-Spring difference
2-3 Fall 2000 – Spring 2001 mean gain scores (SD) for FACES assessment measures
2-4 Fall 2000, Spring 2001, and Fall-to-Spring gain vocabulary scores for language-minority, language-majority, and combined groups of children
2-5 Fall 2000, Spring 2001, and Fall-to-Spring gain letter-word identification scores for language-minority, language-majority, and combined groups of children
2-6 Vocabulary skills in English and Spanish of Head Start children from Spanish-speaking language-minority families
2-7 Letter-word identification skills in English and Spanish of Head Start children from Spanish-speaking language-minority families
2-8 Norm-referenced scores at end of Head Start and end of kindergarten and Head Start-to-kindergarten gain scores
2-9 Child assessment “entry-graduation” means (SD) for Fall, Spring and Fall-Spring gain scores for one-year Head Start graduates and two-year Head Start graduates
3-1 Means and standard deviations of social competence scores at Head Start entry and graduation
3-2 Means and standard deviations of social competence scores at Head Start graduation as a function of length of Head Start participation (1 vs. 2 years)
3-3 Mean scores of children in quartiles representing most and least desirable social competence scores at the beginning and end of Head Start participation
3-4 Means and standard deviations of social competence gain scores (from entry to graduation) of children scoring in the most and least desirable quartiles
4-1 The majority of teachers used either Creative Curriculum or High/Scope
4-2 Teachers liked their respective curricula for a variety of reasons
4-3 Most teachers from the northeast, midwest, and west used Creative Curriculum or High/Scope, while majority of teachers from the south used other curricula
4-4 The majority of urban teachers used either Creative Curriculum or High/Scope while the majority of rural teachers used Creative Curriculum
4-5 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
4-6 The classrooms of teachers who used Creative Curriculum or High/Scope had significantly higher quality composite scores than classrooms using other curricula
4-7 Type of curricula and classroom quality scores
5-1 Comparison of ECERS/ECERS-R categorical scores, Fall 1997, Fall 2000 and Spring 2001, percent of classrooms
5-2 Comparison of lead teacher backgrounds, FACES Fall 1997 through Spring 2002
5-3 Comparison of teacher experiences and qualifications, Fall 2000 through Spring 2002
5-4 Teacher attitudes and knowledge correlated with teacher backgrounds and qualifications, Fall 2000 (N=257)
5-5 Correlation of teacher backgrounds, qualifications and experience with classroom quality, Fall 2000 (N=257).
5-6 Teacher attitudes and knowledge correlated with classroom quality indicators, Fall 2000 (N=257)
5-7 Multi-level model predicting ECERS-R mean score from teacher factors, controlling for program-level effects (N=265), Fall 2000
5-8 Multi-level model predicting ECERS-R language scale scores from teacher factors, controlling for program-level effects (N=265), Fall 2000
5-9 Multi-level model predicting assessment profile individualizing scores from teacher factors, controlling for program-level effects (N=265), Fall 2000
5-10 Multi-level model predicting Arnett caregiver interaction scale scores from teacher factors, controlling for program-level effects (N=265), Fall 2000
5-11 Multi-level model predicting quality factor score from teacher factors, controlling for program-level effects (N=265), Fall 2000
5-12 Multi-level model predicting child-adult ratio from teacher factors, controlling for program-level effects (N=265), Fall 2000
5-13 Summary of program- and classroom-level factors predicting classroom quality, Fall 2000
6-1 Percentage of variance accounted for by the child-level model and the combined model with program-, classroom-, and child-level factors, and the difference in the proportions
6-2 Three-level regression models of PPVT-III Vocabulary scale scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-3 Three-level regression models of WJR Letter-Word ID scale scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-4 Three-level regression models of WJR Applied Problems scale scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-5 Three-level regression models of WJR Dictation scale scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-6 Three-level regression models of Book Knowledge scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-7 Three-level regression models of Color Naming scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-8 Three-level regression models of Design Copying scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-9 Three-level regression models of One-to-One Counting scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
6-10 Three-level regression models of Social Awareness scores of Head Start children upon Head Start entry, Head Start graduation, and scale score gains from entry to graduation
7-1 Independent and dependent variables used in the analyses
7-2 Three-level regression models of parent-reported Withdrawn Behavior scores in Head Start entry, graduation, and entry-graduation gains
7-3 Three-level regression models of teacher-reported Social Skills scores in Head Start entry, graduation, and entry-graduation gains
7-4 Three-level regression models of teacher-reported Aggressive Behavior scores in Head Start entry, graduation, and entry-graduation gains
7-5 Three-level regression models of teacher-reported Hyperactive Behavior scores in Head Start entry, graduation, and entry-graduation gains
7-6 Three-level regression models of teacher-reported Withdrawn Behavior scores in Head Start entry, graduation, and entry-graduation gains
7-7 Three-level regression models of parent-reported Social Skills scores in Head Start entry, graduation, and entry-graduation gains
7-8 Three-level regression models of parent-reported Aggressive Behavior scores in Head Start entry, graduation, and entry-graduation gains
7-9 Three-level regression models of parent-reported Hyperactive Behavior scores in Head Start entry, graduation, and entry-graduation gains
7-10 Variance accounted by program-, classroom-, and child- and family-level models in social behavior outcomes
7-11 Variance accounted by the combined program- and classroom-level model in social behavior outcomes
7-12 Variance accounted by child- and family-level models and the addition program- and class-level models to the combined models
8-1 Disability categories for children with disabilities (Spring 2001)
8-2 Characteristics of children with disabilities and their families
8-3 Characteristics of the families of children with disabilities and the families of children without disabilities (Fall 2000)
8-4 Parent- and teacher-reported social-emotional outcomes for both children with disabilities and children without disabilities (Fall 2000) [bivariate results]
8-5 Cognitive developmental outcomes for both children with disabilities and children without disabilities (Fall 2000) [bivariate results]
8-6 Parent- and teacher-reported social-emotional outcomes for both children with disabilities and children without disabilities (Fall 2000) [multivariate results]
8-7 Cognitive developmental outcomes for both children with disabilities and children without disabilities (Fall 2000) [multivariate results]
8-8 Parent- and teacher-reported social-emotional outcomes for both children with disabilities and children without disabilities (Fall 2000 – Spring 2001) [multivariate results]
8-9 Cognitive developmental outcomes for both children with disabilities and children without disabilities (Fall 2000 – Spring 2001) [multivariate results]
9-1 Changes in mother’s and other family characteristics of children in the Head Start program at various time points: FACES 2000-2003
9-2 Changes in health and wellbeing of mothers of children in the Head Start program at various time points: FACES
9-3 Means and standard deviations of children’s cognitive outcomes in Spring 2002 in relation to selected mother’s characteristics (Fall 2000-Spring 2002)
9-4 Relationship between longitudinal change in mothers’ marital status and various cognitive outcomes in Spring 2002: FACES 2000 (Fall 2000-Spring 2002)
9-5 Relationship between longitudinal change in family structure and various cognitive outcomes in Spring 2002: FACES 2000 (Fall 2000-Spring 2002)
10-1 Significant group differences between moderately or severely depressed parents and mildly or not at all depressed parents on selected family factors
10-2 Significant partial correlations between parental depression and child behavior and cognitive outcomes
10-3 Significant adjusted odds ratios and 95 percent confidence intervals for parental depression, exposure to violence, domestic violence, alcohol use, and involvement with the criminal justice system
10-4 Significant group differences between parents who did and did not screen positive for domestic violence on parental depression and child behavior
10-5 Significant group differences between families with involvement in the criminal justice system and families with no involvement in the criminal justice system on child behavior and cognitive outcomes
10-6 Significant group differences between families with fewer than four risks and families with four or more risks on child behavior, child cognitive outcomes, and parent variables
10-7 Significant partial correlations between family activities with the child and child behavior and cognitive outcomes
10-8 Significant partial correlations between family activities with parent outcomes
10-9 Significant partial correlations between parenting style and child and parent outcomes
10-10 Significant partial correlations between parental involvement at Head Start and child behavior and child cognitive outcomes
10-11 Significant Head Start moderators of negative outcomes associated with risk factors
11-1 Pearson’s product moment correlation coefficients between FACES assessment scores at end of Head Start and Reading and General Knowledge scale scores at end of kindergarten
11-2 Summary of multiple linear regression analysis for FACES assessment scores at end of Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-3 Summary of multiple linear regression analysis for norm reference FACES assessment scores at end of Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-4 Summary of multiple linear regression analysis for criterion reference FACES assessment scores at end of Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-5 Summary of hierarchical regression analysis for FACES assessment scores at end of Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-6 Pearson’s product moment correlation coefficients between FACES behavior ratings at end of Head Start and teacher ratings of cooperative classroom behavior and total problem behaviors at end of kindergarten
11-7 Summary of multiple linear regression analysis for FACES behavior ratings at end of Head Start predicting teacher ratings of cooperative classroom behavior and total problem behaviors at end of kindergarten
11-8 Summary of multiple linear regression analysis for FACES teacher ratings at end of Head Start predicting teacher ratings of cooperative classroom behavior and total problem behaviors at end of kindergarten
11-9 Summary of multiple linear regression analysis for FACES parent ratings at end of Head Start predicting teacher ratings of cooperative classroom behavior and total problem behaviors at end of kindergarten
11-10 Summary of hierarchical regression analysis for FACES behavior ratings at end of Head Start predicting teacher ratings of cooperative classroom behavior and total problem behaviors at end of kindergarten
11-11 Pearson’s product moment correlation coefficients between FACES behavior ratings at end of Head Start and Reading and General Knowledge scale scores at end of kindergarten
11-12 Summary of multiple linear regression analysis for FACES behavior ratings at end of Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-13 Summary of hierarchical regression analysis for FACES behavior ratings at end of Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-14 Pearson’s product moment correlation coefficients between FACES assessment gain scores during Head Start and Reading and General Knowledge scale scores at end of kindergarten
11-15 Summary of multiple linear regression analysis for FACES gain scores during Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-16 Pearson’s product moment correlation coefficients between FACES behavior ratings gain scores at end of Head Start and teacher ratings of cooperative classroom behavior and total problem behaviors at end of kindergarten
11-17 Summary of multiple linear regression analysis for FACES behavior rating gain scores at end of Head Start predicting teacher ratings of cooperative classroom behavior and total problem behaviors at end of kindergarten
11-18 Pearson’s product moment correlation coefficients between FACES behavior ratings gain scores during Head Start and Reading and General Knowledge scale scores at end of kindergarten
11-19 Summary of multiple linear regression analysis for FACES behavior rating gain scores during Head Start predicting Reading and General Knowledge scale scores at end of kindergarten
11-20 Summary of multiple logistic regression analysis for FACES assessment scores at end of Head Start predicting teacher decision to have child repeat kindergarten
11-21 Summary of multiple logistic regression analysis for teacher behavior ratings and parent behavior ratings at end of Head Start predicting teacher decision to have child repeat kindergarten
11-22 Summary of multiple logistic regression analysis for FACES assessment scores, teacher behavior ratings, and parent behavior ratings at end of Head Start predicting teacher decision to have child repeat kindergarten
| Table of Contents | Previous | Next |