Resource Library

Learn about the structural and process quality in Early Head Start classrooms, how classroom practices and other features of the classroom are associated with teacher—child relationships, and whether teacher—child relationship quality in Early Head Start is associated with infant and toddler outcomes.

This brief describes how the early months of the COVID-19 pandemic and its related economic and policy changes affected the economic circumstances and emotional well-being of nine families with low incomes from one rural and two urban localities in the United States, drawing on in-depth interviews with families to share their experiences during the first six months of the pandemic.

This brief uses data from Baby FACES 2018 to provide a snapshot of quality in partner classrooms—that is, classrooms in child care partner centers that included at least one child enrolled in EHS.

Methodology report for the 2019 National Survey of Early Care and Education (NSECE) describing the survey design and data collection approach for data users and other interested parties.

Explore OPRE’s work on understanding who is and is not being served by Head Start among families experiencing adversity; the range of recruitment, selection, enrollment, and retention (RSER) strategies that programs use with families experiencing adversity; the factors that shape the use of RSER strategies; and the effectiveness of specific strategies with these populations.

In this brief, we use data collected in spring 2018 from a nationally representative sample to describe Early Head Start teachers’ and home visitors’ characteristics, the program activities (or processes) they are part of, and how well their programs operate (or function).

The Behavioral Interventions Scholars (BIS) grant program supports dissertation research by advanced graduate students who are applying a behavioral science lens to specific research questions relevant to social services programs and policies and other issues facing low-income and vulnerable families in the United States. At the end of their grant, each Scholar produces a research brief or other product.

The Distributed Leadership brief presents an overview of distributed leadership and its role in supporting quality improvement, as well as provide an example of how ECE settings can achieve distributed leadership from a quality improvement initiative called the Culture of Continuous Learning (CCL) project.

Explore the Field Guide for Implementation of Breakthrough Series Collaborative in Early Care and Education to learn about the practical aspects of leading a BSC to support the use of evidence-based practices in ECE centers.

This OPRE brief uses data from the Head Start Family and Child Experiences Survey (FACES 2019) to explore Head Start programs’ interaction with other systems such as licensing, QRISs, as well as with non-Head Start sources of funding like state and local pre-K.