A Portrait of Head Start Programs: Findings from FACES 2009

Publication Date: November 13, 2017
Current as of:
A Portrait of Head Start Programs: Findings from FACES 2009

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  • Published: 2017

Introduction

Research Questions

  1. What are the characteristics of Head Start programs and staff?
  2. What supports are provided to Head Start staff?
  3. What services do Head Start programs provide?

This research report provides a portrait of Head Start programs, including characteristics of programs and management staff, supports provided to staff at all levels, and program services. Data are from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009).

Purpose

Examining the programs, their staff, and how they provide services provides information about Head Start’s efforts to help children and families meet their goals.

Key Findings and Highlights

Most Head Start programs are community action agencies (42%) or private or public nonprofits (35%). 18% of programs are in school systems. The majority of program directors (86%), education coordinators (81%), and center directors (68%) have at least a B.A. degree. Half (50%) of the program directors have a graduate or professional degree, as do about a quarter of center directors (28%) and education coordinators (25%). Program directors have higher average salaries than either center directors or education coordinators ($74,543.60 versus $45,196 and $44,413, respectively).

82% of teachers in a program were trained on their main curriculum in the last 12 months and nearly all (99%) received some type of curriculum support. One-third (33%) of teachers in a program are currently enrolled in teacher-related training; 46% of them are pursuing a B.A. or graduate degree. 72% of teachers in a program have a mentor. More than 90% of programs consult with state training and technical assistance (T/TA) specialists, TA content specialists, or other TA providers, and participate in trainings given by TA providers.

Of 15 services for families included in the survey, programs provide 12, on average. Of 13 services for children with disabilities, programs provide 11, on average. Programs use a combination of direct provision and contracting for these services.

Methods

The FACES 2009 sample provides nationally representative information about Head Start programs, centers, and classrooms and the children and families they serve. In all, 60 programs, 129 centers, 486 classrooms, 439 teachers, and 3,349 children participated in the study in fall 2009.

This report draws on FACES data from interviews with program directors, education coordinators, center directors, and teachers in fall 2009 and/or spring 2010. We also use administrative data from the Head Start Program Information Report (PIR).

Related Documents

A related brief explores children’s developmental progress and kindergarten environments in more depth:

Head Start Children’s Developmental Progress and Kindergarten Experiences

In a related report, we explore in depth the home and classroom supports available to children across Head Start and kindergarten:

Head Start Family and Classroom Supports for Kindergarten Achievement: FACES 2009

Citation

E. Moiduddin, A. Kopack Klein, L. Tarullo, J. West, and N. Aikens. (2017). A Portrait of Head Start Programs: Findings from FACES 2009. OPRE Report 2017-72. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

Glossary

FACES:
Head Start Family and Child Experiences Survey