Table of Contents | Previous | Next |
Head Start FACES 2000: Technical Report
This report may contain external links. ACF cannot attest to the accuracy of information provided by external links. Providing links to a non-ACF Website does not constitute an endorsement by ACF or any of its employees of the sponsors of the site or the information or products presented on the site. Also, be aware that the privacy protection provided on the ACF domain (see ACF's Privacy Policy) may not be available at the external link.DEMOGRAPHIC CHARACTERISTICS OF HEAD START CHILDREN AND THEIR FAMILIES
COGNITIVE GAINS MADE BY HEAD START CHILDREN AND THEIR ACHIEVEMENT IN KINDERGARTEN
CHANGES IN SOCIAL COMPETENCE THROUGH THE HEAD START YEARS
CURRICULUM, FAMILY, PROGRAM, AND CLASSROOM CHARACTERISTICS
-
QUALITY IN HEAD START CLASSROOMS
RELATIONSHIP OF PROGRAM, CLASSROOM, AND CHILD AND FAMILY CHARACTERISTICS TO CHILDREN’S COGNITIVE GAINS IN HEAD START
RELATIONSHIP OF PROGRAM, CLASSROOM, AND CHILD AND FAMILY CHARACTERISTICS TO CHILDREN’S SOCIAL BEHAVIOR IN HEAD START
HEAD START CHILDREN WITH DISABILITIES: SOCIAL-EMOTIONAL AND COGNITIVE DEVELOPMENTAL OUTCOMES
FAMILY STRUCTURE AND FAMILY CHANGES
FAMILY RISK FACTORS, PARENTAL INVOLVEMENT, AND HEAD START’S PROTECTIVE ROLE
PREDICTIVE VALIDITY OF COGNITIVE AND BEHAVIORAL MEASURES: RELATIONSHIPS WITHIN AND ACROSS COGNITIVE AND SOCIAL DEVELOPMENTAL DOMAINS
2.1 Research Questions
2.1.1 Composition of the Child Assessment
2.2 Findings
2.2.1 Emergent Literacy and Mathematics Skills of Head Start Children Compared with those of the General Population of Preschoolers
2.2.1.1 Majority Entered Head Start with Academic Skills Below National Norms
2.2.1.2 Diversity in Skills at Program Entry
2.2.2 Change in Knowledge and Skills Over the Head Start Year
2.2.2.1 Gains in Vocabulary Knowledge and Writing Skills
2.2.2.2 Gains in Book Knowledge, Color Naming, Design Copying, One-to-One Counting, and Social Awareness
2.2.2.3 Greater Gains for those Who Entered with Lower Skills
2.2.3 Emergent Literacy Gains of Language-Minority Children
2.2.3.1 Knowing the Meaning of English Words
2.2.3.2 Identifying Letters in English
2.2.3.3 Changes in English Language Skills Versus Changes in Spanish Skills
2.2.4 Growth of Knowledge and Skills in Kindergarten
2.2.5 Differences in Gains in Knowledge and Skills Between Children Who Attend One Year of Head Start Versus those Who Attend for Two Years
2.2.5.1 Children Who Attend Head Start for Two Years Show Greater Entry to Graduation Gains than those Who Attend for One Year
2.3 Conclusions
3.1 Research Questions
3.2 Measures
3.2.1 Teacher Report
3.2.1.1 Cooperative Classroom Behavior of Head Start Children
3.2.1.2 Problem Behavior of Head Start Children
3.2.2 Parent Report
3.2.2.1 Social Skills and Approaches to Learning
3.2.2.2 Behavior Problems
3.3 Findings
3.3.1 Do Children Show Significant Gains in Cooperative Classroom Behavior and Social Skills and Significant Declines in Problem Behavior During the Head Start Years?
3.3.2 Do Children Graduating from Head Start Programs After Two Years Show More Cooperative Classroom Behavior and Social Skills and Less Problem Behavior than Children Who had One Year of Head Start?
3.3.3 How do Gains Vary Across Behavior Areas Among Children Who Enter the Program with Different Levels of Cooperative Classroom Behavior, Social Skills, and Problem Behavior?
3.4 Conclusions
4.1 Research Questions
4.2 Methods
4.3 Findings
4.3.1 Head Start Teachers Report Using a Specific Curriculum, Receiving Training, and Having Access to their Curriculum
4.3.1.1 Types of Curricula
4.3.1.2 Curricular Training and Support
4.3.1.3 Teacher Access to Curricula
4.3.1.4 Teacher Satisfaction with Curricula
4.3.2 Relationship Between Curricula and Family, Program, and Classroom Characteristics
4.3.2.1 Relationship Between Curricula and Family Characteristics
4.3.2.2 Relationship Between Curricula and Program Characteristics
4.3.2.3 Relationship Between Curricula and Classroom Quality
4.3.2.4 Other Curricula and Classroom Quality
4.4 Summary of Findings
5.1 Conceptual Framework and Research Questions
5.2 Analytic Methods
5.3 Findings
5.3.1 What is the Quality of Head Start Classrooms in , and How Does it Compare to the Quality Reported in 1997-1998?
5.3.2 What are the Backgrounds, Qualifications and Experiences of Head Start Teachers in 2000-2001 and Were There any Changes from the Earlier Cohort (1997-1998)?
5.3.3 How are Teaching Qualifications and Experience Related to Attitudes and Knowledge of Early Childhood Education and How are these Factors Linked to Quality in Head Start Classrooms?
5.3.4 Do Factors Beyond the Classroom, Such as the Types of Curricula Head Start Programs Provide, the Average Teacher Salaries, and Characteristics of Families Served by the Head Start Program Explain Variations in the Quality of Head Start Classrooms?
5.4 Summary and Conclusions
6.1 Conceptual Framework
6.2 Research Questions
6.3 Analysis Method
6.4 Findings
6.4.1 Use of an Integrated Curriculum
6.4.2 Higher Teacher Salary Levels
6.4.3 Teachers with Bachelor’s or Associate’s Degrees or Higher
6.4.4 Full-Day Versus Part-Day Classes
6.4.5 More Frequent Parental Reading to Children
6.4.6 Attending Head Start for More than One Year
6.5 Child: Staff Ratio, More Individual Attention, and Teacher’s Positive Attitudes and Knowledge About Early Childhood Educational Practices
6.6 Child: Staff Ratio and More Individual Attention
6.7 Teacher’s Positive Attitudes and Knowledge About Early Childhood Educational Practices
6.8 Summary and Discussion
7.1 Conceptual Framework and Research Questions
7.2 Analysis Method
7.3 Findings
7.3.1 Are Head Start Program Characteristics Predictive of Children’s Social Behaviors?
7.3.2 Are Head Start Classroom Characteristics Predictive of Children’s Social Behaviors?
7.3.3 Are Child and Family Characteristics Predictive of Children’s Social Behavior?
7.3.4 Do Head Start Program and Classroom Characteristics Explain Children’s Social Development Over and Above Child and Family Characteristics?
7.4 Summary and Conclusions
8.1 Introduction
8.2 Methodology
8.3 Findings
8.4 Conclusion
8.5 Discussion
9.1 Introduction
9.2 The FACES Longitudinal Sample
9.2.1 Mothers’ Characteristics
9.2.2 Family and Household Characteristics
9.2.3 Mothers’ Health and Wellbeing
9.3 Mothers’ Characteristics and Children’s Cognitive Outcomes
9.4 Summary and Conclusions
10.1 Research Questions
10.2 Findings
10.2.1 Prevalence of Family and Parental Risk Factors and their Relationship to Children’s Outcomes
10.2.2 Family Involvement and its Relationship to School Readiness
10.2.3 Head Start’s Protective Role for Families and Children
10.3 Summary
11.1 Research Questions
11.2 Findings
11.2.1 Children’s Scores on the FACES Instruments at the End of Head Start Predict Kindergarten Outcomes
11.2.2 FACES Behavioral Ratings at the End of Head Start Predict Children’s Social Competence in Kindergarten
11.2.3 Behavior Ratings at the End of Head Start Predict Reading Skills and General Knowledge at the End of Kindergarten
11.2.4 Head Start Fall-to-Spring Gain Scores from the FACES Battery Predict Kindergarten Outcomes
11.2.5 Head Start Fall-to-Spring Change Scores from the Behavior Ratings Predict Social Competence in Kindergarten
11.2.6 Head Start Fall-to-Spring Change Scores from the Behavior Ratings Predict Reading Skills and General Knowledge at the End of Kindergarten
11.2.7 Children’s Scores on the FACES Instruments and Behavior Ratings at the End of Head Start Predict Promotion to First Grade
11.3 Conclusions
List of Appendices
| Table of Contents | Previous | Next |