Table of Contents | Previous | Next |
CHILD CARE QUALITY: STRUCTURAL QUALITY
HEAD START FAMILY AND CHILD EXPERIENCES SURVEY
Measure: Selected “employment and educational background,” “in-service training,” “background information,” “questions about your class,” and “questions about you” items from the Head Start Family and Child Experiences Survey Staff Questionnaires (Center Director Interview, Classroom Teacher Interview, Family Service Worker Interview, Head Start Teacher Self Administered Survey, Kindergarten Teacher Self-Administered Survey, First Grade Teacher Survey)
Source
The Head Start Family and Child Experiences Survey (FACES) evaluation is sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families. The project team for FACES 1997 included Westat (prime contractor), Abt Associates, Ellsworth Associates, and the CDM group. The project team for FACES 2000 included Westat (prime contractor), Xtria (formerly Ellsworth Associates), and the CDM group. The project team for FACES 2003 included Westat (prime contractor), Xtria, and the CDM group.
These items were developed by the FACES research team.
In addition to FACES, some of these items and variations of the items were also used by the following EDCP evaluations and surveys: National Head Start Impact Study (Spring 2003 Care Provider Interview, Spring 2003 Teacher Survey).
Population Assessed
Each cohort of FACES employs a nationally representative sample of Head Start programs, centers, classrooms, children, and parents. Each sample is stratified by three variables: region of the country (northeast, Midwest, south, or west); urbanicity (urban versus rural); and percentage of minority families in the program (50 percent or more versus less than 50 percent). Data collection methods included child assessments, parent interviews, teacher reports, staff interviews, and classroom observations. Since its inception, FACES has involved an initial field-test sample and three nationally representative cohorts: FACES 1997, FACES 2000, and FACES 2003.
FACES 1997 field test. FACES was field tested in spring 1997 with 2,400 3-, 4-, and 5-year-olds and their parents in a nationally stratified random sample of 40 Head Start programs. These children were followed up in spring 1998 when the children were in kindergarten.
FACES 1997. Data from the initial cohort for the main study of FACES 1997 was first collected in fall 1997 on 3,200 children and families from the same 40 Head Start programs employed in the field test. Data were collected on 1,200 3-year-olds new to Head Start; 1,280 4- and 5-year-olds new to Head Start; and 720 4- and 5-year-olds who were in the field test study and returning for another year of Head Start. Data on these children were also collected in spring 1998 (spring of the Head Start year), spring 1999 (spring of the kindergarten year or spring of the Head Start year for those who were 3 years old in fall 1997), spring 2000 (spring of the first-grade year or spring of kindergarten for those who were 3 years old in fall 1997), and spring 2001 (spring of the first-grade year for those who were 3 years old in fall 1997).
FACES 1997 also included a validation substudy or embedded case study of 120 randomly selected families from the larger FACES sample. (NB. The embedded case study was not a part of FACES 2000 or FACES 2003). Data collection included in-person parent interviews, home and neighborhood observations, monthly telephone contacts for demographic updates, and community agency interviews regarding the amount and overall nature of collaboration between the agency and the Head Start program.
FACES 2000. A new national cohort of FACES was launched in fall 2000 (FACES 2000). Beginning in fall 2000, data from 2,800 children and families in a new nationally stratified random sample of 43 Head Start programs were collected to ascertain what progress was made in improving program performance. Data were collected in fall 2000, spring 2001, spring 2002 (when children were in kindergarten or in a second year of Head Start), and spring 2003 (when the children who were 3 years old in fall 2000 were in kindergarten).
FACES 2003. Data on a third national cohort (FACES 2003) were collected in fall 2003. Data from 2,700 children and families in a new nationally stratified random sample of 66 programs were collected in fall 2003 and will be collected in spring 2004, spring 2005 (when children are in kindergarten or in a second year of Head Start), and spring 2006 (when the children who were 3 years old in fall 2000 are in kindergarten).
Each cohort of FACES has approximately equal numbers of girls and boys and representative samples of white, African American, Hispanic, and children of other races (see exhibits 1 and 2).
| Weighted Percentages | |||
|---|---|---|---|
| All (n=3,120) | Age 3 (n=1,129) | Age 4 (n=1,991) | |
| Gender | |||
| Male | 50.4 | 48.7 | 51.2 |
| Female | 49.6 | 51.4 | 48.8 |
| Ethnicity | |||
| African American | 28.8 | 34.7 | 26.1 |
| White | 30.7 | 29.0 | 31.4 |
| Hispanic/Latino | 27.6 | 22.5 | 30.0 |
| Native American | 1.9 | 2.3 | 1.7 |
| Asian/Pacific Islander | 1.3 | 1.3 | 1.3 |
| Other | 8.8 | 8.7 | 8.6 |
| African American | White | Hispanic | Other | Total | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| N | % | N | % | N | % | N | % | N | % | |
| Male | 343 | 13.8 | 471 | 19.0 | 363 | 14.6 | 65 | 2.6 | 1242 | 50.1 |
| Female | 383 | 15.4 | 415 | 16.7 | 371 | 14.9 | 68 | 2.7 | 1237 | 49.9 |
| Total | 726 | 29.3 | 886 | 35.7 | 734 | 29.6 | 133 | 5.4 | 2479 | 100 |
Periodicity
Administration periodicity was dependent on the measure and the cohort.
Center Director Interview: This interview was administered at the following times: FACES 1997, fall 1997; FACES 2000, fall 2000; and FACES 2003, fall 2003.
Classroom Teacher Interview: This interview was administered at the following times: FACES 1997, fall 1997 and spring 1998; FACES 2000, fall 2000 and spring 2001; and FACES 2003, fall 2003. In addition, for FACES 2003, this interview will be administered in spring 2004.
Head Start Teacher Self-Administered Survey: For each of the cohorts, the Head Start Teacher self-administered survey was administered as needed (e.g., whenever a new teacher assumed a sampled classroom).
Family Service Worker Interview: These interviews were administered at the following times: FACES 1997, spring 1999 and FACES 2000, spring 2001. For FACES 2003, the interview will be administered in spring 2004.
Kindergarten Teacher Questionnaire: This questionnaire was administered at the following times: the initial FACES field test, spring 1998; FACES 1997, spring 1999 and spring 2000 (for children who were 3 years old in fall 1997); and FACES 2000, spring 2002 and spring 2003 (for children who were 3 years old in fall 2000). For FACES 2003, the questionnaire will be administered in spring 2005 and spring 2006 (for children who were 3 years old in fall 2003).
First Grade Teacher Questionnaire: The First Grade Teacher Questionnaire was administered only to the FACES 1997 cohort in spring 2000 and spring 2001 (for children who were 3 years old in fall 1997).
Subscales/Components
The majority of questions about child care quality (structural) come from five sections within the staff questionnaires: employment and educational background, in-service training, background information, questions about your class, and questions about you. The questions in the employment and educational background section ask about staff members’ professional background and their job with Head Start. The questions that assess structural quality include the number of years of experience with early childhood education, health, or family support programs; the years of experience with programs prior to working for Head Start; the reasons people continue in a job (such as pleasure of working with children); satisfaction with working in the field of early childhood education; the highest grade of school achieved; licenses and certificates; and membership in professional organizations. The section on in-service training asks one item about the amount of in-service training (in hours) that Head Start has made available or provided in a specified time frame in topics related to the job (e.g., child development, child assessment and evaluation, and mental health issues). The section on background information asks a number of questions related to structural quality, including the number of years teaching including Head Start, the highest level of education achieved, college major (if applicable), possession of a CDA, enrollment in additional teacher-related training or education, participation in early childhood education training activities during the year (e.g., visits to other child care classes), courses in a college, and membership in professional organizations. The section about questions about a teacher’s class asks three main questions that assess structural quality: the number of students enrolled in a class, the number of paid adult assistants or co-team teachers in class in a typical week, and the number of adult volunteer assistants. The section about questions about a teacher include numerous items about quality, including the number of years of teaching (in classes such as preschool, Head Start, kindergarten, other grades, and special programs), major (specifically early childhood education) in college or graduate school , the number of courses completed in early childhood education, membership in professional associations for early childhood education, enrollment in additional teacher-related training/education, and areas of certification (e.g., elementary education, early childhood).
Procedures for Administration
Center director interview: The center director completes the interview in a one-on-one setting where the interviewer asks questions and writes the respondent’s answers. The complete FACES 1997 center director interview takes about 90 minutes; the center director interview was shortened for FACES 2000 and FACES 2003, taking only 30 minutes.
Classroom teacher interview: The classroom teacher completes the interview in a one-on-one setting where the interviewer asks questions and writes the respondent’s answers. The complete FACES 1997 classroom teacher interview takes about 40 minutes; the classroom teacher interview was shortened for FACES 2000 and FACES 2003, taking only 20–25 minutes to complete.
Family service worker interview: The family service worker completes the interview in a one-on-one setting where the interviewer asks questions and writes the respondent’s answers. The complete FACES 1997 interview takes about 40 minutes; the family service worker interview was shortened for FACES 2000 and 2003, taking only 30 minutes.
Teacher self-administered survey: The classroom teacher survey is self-administered. The complete teacher self-administered survey takes about 20 minutes.
Kindergarten teacher self-administered survey: The kindergarten teacher interview is self-administered. Information about time to complete the full interview is not given.
First grade teacher survey: The first-grade teacher interview is self-administered. Information about time to complete the full interview is not given.
Psychometrics/Data Quality
Psychometric information is not yet available.
Languages Available
The staff questionnaires can be administered in English and Spanish. For respondents who speak a language other than English or Spanish, an interpreter is used (if possible).
Items Included
Note: Except where indicated, items included are from the FACES 2003 administration of the interviews. The items are also included in subsequent interviews, with minor differences/additions/changes. To view the full interviews, please access them at http://www.acf.hhs.gov/programs/opre/hs/faces/index.html
Employment and Educational Background Items:
Now I’d like to ask you some questions about your professional background and your job with Head Start.
- How long have you been employed by this Head Start program?
- In total, how many years have you worked with any Head Start program?
- Before you started working with Head Start, did you have any work or volunteer experience with early childhood education, health, or family support programs?
- How many years experience did you have with such programs before you joined Head Start?
- Now I’d like to read you a list of reasons people continue in a job. How important is each of these to you in continuing to work for Head Start? (Read list and circle one for each) *This item is included only in FACES 1997 interview)
Not important Somewhat important Very Important NA a. The pleasure of working with young children b. The professional respect of this job/career c. The working conditions (e.g., clean, well-organized) d. The opportunity to use your experience and/or education in child development e. The significance or importance of working with children and families f. The opportunity for professional advancement g. Other Note: some options removed because they didn't fit with this construct
- How satisfied are you with your present position? Would you say you are: (Read list and circle one) *This item is included only in FACES 1997 interview)
a. very satisfied
b. satisfied
c. neither satisfied nor dissatisfied
d. dissatisfied
e. very dissatisfied - How satisfied are you with working in the field of early childhood education? Would you say you are: (Read list and circle one) *This item is included only in FACES 1997 interview)
a. very satisfied
b. satisfied
c. neither satisfied nor dissatisfied
d. dissatisfied
e. very dissatisfied - How likely are you to continue working for Head Start through the next Head Start year (through 2004–2005)? (Circle one)
a. very likely
b. somewhat likely
c. somewhat unlikely
d. very unlikely
e. don’t know/not sure - What is the highest grade or year of school you have completed?
- Do you have a Child Development Associate (CDA) credential?
- Do you have a state-awarded preschool certificate?
- Do you have a teaching certificate or license?
- Do you have any other job-related licenses?
- Are you currently working on a degree, certificate, or license? *This item is included only in FACES 1997 interview)
In-Service Training Items: (*These items are included only in FACES 1997 interview – Training items in FACES 2000 and 2003 deal with issues of curriculum training and mentor training.)
The next questions are about training that your Head Start program has provided or made available to you in the past year. If you have a record of your training activities, you might find it useful to refer to it.
- How many hours of training, in total, do you estimate Head Start has provided to you in the past program year including this past summer?
- For each of these topics, about how many hours of training has been provided or made available to you by Head Start in the past program year including this past summer?
a. Child development
b. Educational programming
c. Child assessment and evaluation
d. Children’s health issues (e.g., immunizations, childhood diseases)
e. Family health issues (e.g., AIDs, asthma)
f. Mental health issues
g. Bilingual education
h. Multicultural sensitivity
i. Domestic violence/family violence
j. Child abuse and neglect
k. Substance abuse
l. Family needs assessment and evaluation
m. Providing services for children with special needs
n. Providing case management services to families
o. Working with other agencies to assist families
p. Involving parents in program activities
q. Behavior management
r. Providing supervision to staff
s. Administration and program management
t. Head Start principles and practices
u. CPR
v. Other (list and specify number of training hours) - Overall, how helpful in doing your job is the training provided by or made available by Head Start? Would you say it is …
a. Not very helpful
b. Somewhat helpful
c. Very helpful
Background Information Items:
- In total, how many years have you been teaching?
- How many of those years have you been teaching Head Start? (as either lead or assistant teacher)?
- Which is your highest level of education? (Circle only one response)
UP TO 8TH GRADE
9TH TO 11TH GRADE
12TH GRADE BUT NO DIPLOMA
HIGH SCHOOL DIPLOMA/EQUIVALENT
VOC/TECH PROGRAM AFTER HIGH SCHOOL BUT NO VOC/TECH
DIPLOMA
VOC/TECH DIPLOMA AFTER HIGH SCHOOL
SOME COLLEGE BUT NO DEGREE
ASSOCIATE’S DEGREE
BACHELOR’S DEGREE GRADUATE OR PROFESSIONAL SCHOOL BUT NO
DEGREE
MASTER’S DEGREE (MA, MS)
DOCTORATE DEGREE (PHD, EDD)
PROFESSIONAL DEGREE AFTER BACHELOR’S DEGREE
(MEDICINE/MD; DENTISTRY/DDS; LAW/JD/LLB; ETC.) - In what field did you obtain your highest degree?
CHILD DEVELOPMENT or DEVELOPMENTAL PSYCHOLOGY
EARLY CHILDHOOD EDUCATION
ELEMENTARY EDUCATION
OTHER - Did your field include 6 or more college courses in early childhood education or child development?
- Have you completed 6 or more college courses in early childhood education or child development since you finished your degree?
- Are you currently a member of a professional association for early childhood education (e.g., NAEYC, NHSA, NEA)?
Questions about your class items:
- Do you teach… (Circle one answer in each row):
a. A full-day class? Yes No b. A half-day morning class? Yes No c. A half-day afternoon class? Yes No - Approximately how many students are enrolled…
a. In this school?
b. In kindergarten?
c. In this class? - How many adult paid assistants or co-/team- teachers do you have in this class in a typical week?
- How many adult volunteer assistants do you have in this class in a typical week?
Questions about you items:
- Counting this school year, how many years have you taught each of the following grades and programs? (Write the number of years to the nearest half year, for example 2.5, 3.5. Please include part-time teaching. Write “0” if you have never taught the grade or program listed.)
a. Preschool or Head Start
b. Kindergarten (including Transitional/Readiness Kindergarten and Transitional/pre-first grade)
c. First grade
d. Second through fifth grade
e. Sixth grade or higher
f. English as a Second Language (ESL) program
g. Bilingual education program
h. Special education program
i. Physical education program
j. Art or music program - What is the highest level of education you have completed? (Circle only one number.)
High school diploma or GED
Associate’s degree
Bachelor’s
At least one year of course work beyond a Bachelor’s but not a graduate degree
Master’s
Education specialist or professional diploma based on at least one year of course
work past a Master’s degree level
Doctorate
Other (please specify on line below) - How many college courses have you completed in the following areas? (Circle one number on each line.)
a. Early child hood education
b. Elementary education
c. Special education
d. English as a Second Language (ESL)
e. Child development
f. Methods of teaching reading
g. Methods of teaching mathematics
h. Methods of teaching science - What type of teaching certificate do you have? (Circle only one number.)
a. None
b. Temporary, probational, provisional, or emergency certification
c. Certificate for completion of an alternative certification program
d. Regular certification but less than the highest available
e. The highest certification available - In what areas are you certified? (Circle all that apply.)
a. Elementary education
b. Early childhood
c. Other (please specify)
References and Source Documents
The staff questionnaires are available at http://www.acf.hhs.gov/programs/opre/hs/faces/index.html
A number of FACES reports are available on the U.S. Department of Health and Human Services
Web site: http://www.acf.hhs.gov/programs/opre/hs/faces/index.html.
The reports include the following:
U.S. Department of Health and Human Services. (2003, June). Head Start FACES (2000): A whole child perspective on program performance, fourth progress report. Washington, DC: Author.
U.S. Department of Health and Human Services. (2002, January). A descriptive study of Head Start families: FACES technical report I. Washington, DC: Author.
U.S. Department of Health and Human Services. (2001, January). Head Start FACES: Reaching out to families: Head Start recruitment and enrollment practices. Washington, DC: Author.
U.S. Department of Health and Human Services. (2001, January). Head Start FACES (1997): Longitudinal findings on program performance, third progress report. Washington, DC: Author.
U.S. Department of Health and Human Services. (2000, June). FACES findings: New research on Head Start program quality and outcomes. Washington, DC: Author.
U.S. Department of Health and Human Services. (1998, June). Head Start FACES (Pilot): Program performance measures, second progress report. Washington, DC: Author.
Information about FACES presentations and papers is available at http://www.acf.hhs.gov/programs/opre/hs/faces/index.html
More information about the FACES validation substudy is available in the following paper:
Vaden-Kiernan, M., D’Elio, M. A., & Sprague, K. (n.d.). The FACES embedded case study: Documenting the methodology and early findings. Washington, DC: U.S. Department of Health and Human Services. Available at http://www.acf.hhs.gov/programs/opre/hs/faces/pres_papers/embedded_casestdy/embedded.pdf
| Table of Contents | Previous | Next |