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This report summarizes lessons from the design of the first round of Baby FACES (2009) and describes ways that future descriptive studies of Early Head Start may be designed to build on past work and address information needs for research, policy, and practice. It includes a discussion of the methodological strengths, limitations, and challenges experienced in Baby FACES 2009.

Using data from the Early Head Start Family and Child Experiences Survey (Baby FACES), this brief explores how well several parent- and staff-reported language screening and assessment tools perform in a low-income Early Head Start population. Specifically, the brief examines the reliability of the tool or the ability of the tool to produce scores that are stable regardless of when the tool is administered, where it is administered, and who administers it. It also explores the validity...

In this technical brief, we report on the use of the Toddler Classroom Assessment Scoring System (CLASS-T) in the Early Head Start Family and Child Experiences Survey (Baby FACES). We begin by providing a brief overview of the Baby FACES study, including its methodology and approach to data collection. Next, we provide a descriptive snapshot of quality in center-based settings drawing on observations conducted in Early Head Start classrooms serving 2- and 3-year-old children in Baby FACES...

This brief explores the child- , family- , and program-level factors that may be associated with whether children leave Early Head Start or Head Start before their eligibility ends. The brief utilizes data from the Early Head Start Family and Child Experiences Survey (Baby FACES) and from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Analyses show that most families who enrolled stayed for as long as they were eligible. However, some families left...