Head Start ParticipationFACES 2014NCT03705377
Head Start Family and Child Experiences Survey (FACES 2014)
An observational study of Head Start Participation, run by Mathematica Policy Research, Inc. at 1 site in United States.
Trial summary
For nearly two decades, the Head Start Family and Child Experiences Survey (FACES) has been an invaluable source of information on the Head Start program and the children and families it serves. FACES 2014-2018 is the next phase of this important endeavor. Read more about this study
- Who is it for?
- Ages 3 years and older
- Conditions the study is for
- Head Start Participation
- How many people
- 5,193 participants
- Where
- 1 siteUnited States
- Study dates
- 1 May 2014to 30 Jun 2017
- Phase
- Observational
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 3 years and older
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Study population: Head Start children (and their families), Head Start programs, Head Start centers, Head Start classrooms/teachers, Head Start family service staff
Who may be able to join
- The Head Start programs participating in FACES 2014 were a probability sample selected from among 2,900 study-eligible programs on the 2012-2013 Head Start Program Information Report (PIR). To be eligible for the study, a program had to be
- In one of the 50 states or the District of Columbia
- Providing services directly to children ages 3 to 5
- Not be in imminent danger of losing its grantee status.
- Within those classrooms, eligible classrooms needed to
- -have at least one Head Start child enrolled
Who cannot join
- American Indian and Alaska Native Head Start programs (Region XI) or Migrant and Seasonal Worker Head Start programs (Region XII) were not eligible. Other ACF studies (AI/AN FACES-NCT03842111 and MSHS-NCT03116243) focus on those programs.
Trial locations and contacts
1 site in 1 country.
United States1 site
Mathematica Policy Research
Washington D.C., District of Columbia, 20002
About this study
Official title: Head Start Family and Child Experiences Survey (FACES) 2014-2018
For nearly two decades, the Head Start Family and Child Experiences Survey (FACES) has been an invaluable source of information on the Head Start program and the children and families it serves. FACES 2014-2018 is the next phase of this important endeavor. Mathematica Policy Research and its partners, Juárez and Associates, Educational Testing Service, and consultants Margaret Burchinal and Martha Zaslow, developed the instruments and data collection procedures to assess the school readiness skills of 2,400 children and survey their parents and Head Start teachers in fall 2014 and spring 2015 (Classroom + Child Outcomes Core) and conduct observations in 720 Head Start classrooms and survey Head Start staff in spring 2015 and spring 2017 (Classroom Core).
Read the detailed description
The Head Start Family and Child Experiences Survey 2014-2018, or FACES 2014, is the sixth in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, and 2009. It includes nationally representative samples of Head Start programs and centers, classrooms, children and their families. Data from surveys of Head Start program and center directors, classroom teachers, and parents provide descriptive information about program policies and practices, classroom activities, and the background and experiences of Head Start staff and families. Classroom observations are used to assess the quality of Head Start classrooms. Children in the study participate in a direct assessment that provides a rich picture of their school readiness skills at different time points.
FACES 2014 uses a new study design that differs from earlier rounds of FACES in several important ways: (1) it includes larger program and classroom samples, (2) all data are collected in a single program year, (3) the baseline sample of children includes both children enrolled in their first and second year of Head Start, and (4) several special studies are conducted along with the main or Core study to collect more detailed information about a given topic, to study new populations of Head Start programs and participants, and to evaluate measures for possible use in future rounds of FACES. For example, the Family Engagement Plus study in spring 2015 collected information from parents and staff (teachers and family services staff) on family engagement efforts and service provision in Head Start programs. Additional Plus topic modules in spring 2017 gathered information on program functioning from teachers and directors.
The Office of Head Start, the Administration for Children and Families, other federal agencies, local programs, and the public have depended on FACES for valid and reliable national information on (1) the skills and abilities of Head Start children, (2) how Head Start children's skills and abilities compare with preschool children nationally, (3) Head Start children's readiness for and subsequent performance in kindergarten, and (4) the characteristics of the children's home and classroom environments. The FACES study is designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. Some of the questions that are central to FACES include:
- What are the demographic characteristics of the population of children and families served by Head Start? How has the population served by Head Start changed?
- What are the experiences of families and children in the Head Start program? How have they changed?
- What are the cognitive and social skills of Head Start children at the beginning and end of the program year?
- Has Head Start program performance improved over time?
- What are the qualifications of Head Start teachers in terms of education, experience, and credentials?
- What is the observed quality of Head Start classrooms as early learning environments, including the level and range of teaching and interactions, provisions for learning, emotional and instructional support, and classroom organization? How has quality changed over time? What program- and classroom-level factors are related to observed classroom quality? How is observed quality related to children's outcomes and developmental gains?
- Conditions
- Head Start Participation
- Keywords
- child care, child development, child health, child nutrition, child rearing, children, curriculum, early childhood education, families, Head Start, parenting skills, parents, school readiness
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
| Study group | Role | What they receive |
|---|---|---|
| Head Start children and families | children (2,400), parents (2,400), classrooms/teachers (720), program directors (180), center directors (360), family service staff (168) |
What is being measured
The primary outcome is the main question the study is designed to answer.
English proficiency
Children's English language proficiency was assessed during week-long site visits using Preschool Language Assessment Survey (preLAS 2000): Simon Says and Art Show. See Duncan and DeAvila for more information on the scores and technical properties.
Duncan, S.E., and E. DeAvila. Preschool Language Assessment Survey 2000 Examiner's Manual: English Forms C and D. Monterey, CA: CTB/McGraw-Hill, 1998.
Measured: 1 year
Language-English receptive vocabulary
Indicators of language were assessed during week-long site visits using Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4). See Dunn and Dunn 2006 for more information on the scores and technical properties.
Dunn, L. M., \& Dunn, D. M. Peabody Picture and Vocabulary Test, Fourth Edition. Examiner's Manual and Norms Booklet. Circle Pines, MN: American Guidance Service, 2006.
Measured: 1 year
Language-Expressive vocabulary
Indicators of language were assessed during week-long site visits using Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4 or EOWPVT-4 Spanish-Bilingual Edition). See Martin and Brownell 2011 and Martin 2013 for more information on the scores and technical properties.
EOWPVT-4: Martin, N., and R. Brownell. "Expressive One-Word Picture Vocabulary Test-4th Edition." Novato, CA: Academic Therapy Publications, 2011.
EOWPVT-4:SBE: Martin, N. "Expressive One-Word Picture Vocabulary Test-4th Edition: Spanish-Bilingual Edition." Novato, CA: Academic Therapy Publications, 2013.
Measured: 1 year
Language-Spanish receptive vocabulary
Indicators of language were assessed during week-long site visits using Receptive One-Word Picture Vocabulary Test - Fourth Edition (Spanish-Bilingual Edition; ROWPVT-4 SBE). Please see Martin 2012 for more information on the scores and technical properties.
ROWPVT-4:SBE: Martin, N. "Receptive One-Word Picture Vocabulary Test-Fourth Edition: Spanish-Bilingual Edition." Novato, CA: Academic Therapy Publications, 2012.
Measured: 1 year
Literacy-Letter word knowledge/early writing
Indicators of literacy were assessed during week-long site visits using Woodcock-Johnson III Tests of Achievement-Third Edition/Batería III Woodcock-Muñoz (Spelling, Letter-Word Identification). Please see Woodcock et al. 2001 and Woodcock et al. 2004 for more information on the scores and technical properties.
English version: Woodcock, R. W., McGrew, K. S. \& Mather, N. (2001). Woodcock-Johnson III Tests of Achievement, Itasca, IL: Riverside Publishing, 2001.
Spanish version: Woodcock, Richard W., Ana F. Munoz-Sandoval, Kevin McGrew, Nancy Mather, and Fred Schrank. Bateria III Woodcock-Munoz. Itasca, IL: Riverside Publishing, 2004.
Measured: 1 year
Literacy-Letter sounds knowledge
Indicators of literacy were assessed during week-long site visits using ECLS-B Letter Sounds. Please see Snow et al. 2007 for more information on the scores and technical properties.
Snow, K., L. Thalji, A. Derecho, S. Wheeless, J. Lennon, S. Kinsey, J. Rogers, M. Raspa, and J. Park. "Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Preschool Year Data File User's Manual (2005-06)." NCES 2008-024. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2007.
Measured: 1 year
Mathematics
Indicators of mathematics were assessed during week-long site visits using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool mathematics assessment of children's understanding of relative size, ordinal numbers, and pattern matching; number recognition; and the children's ability to count, recognize shapes, add, and solve word problems. Please see Snow et al. 2007 for more information on the scores and technical properties.
Snow, K., L. Thalji, A. Derecho, S. Wheeless, J. Lennon, S. Kinsey, J. Rogers, M. Raspa, and J. Park. "Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Preschool Year Data File User's Manual (2005-06)." NCES 2008-024. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2007.
Measured: 1 year
Mathematics
Indicators of mathematics were assessed during week-long site visits using the Woodcock-Johnson III Tests of Achievement-Third Edition/Batería III Woodcock-Muñoz (Applied Problems Test). Please see Woodcock et al. 2001 and Woodcock et al. 2004 for more information on the scores and technical properties.
English version: Woodcock, R. W., McGrew, K. S. \& Mather, N. (2001). Woodcock-Johnson III Tests of Achievement, Itasca, IL: Riverside Publishing, 2001.
Spanish version: Woodcock, Richard W., Ana F. Munoz-Sandoval, Kevin McGrew, Nancy Mather, and Fred Schrank. Bateria III Woodcock-Munoz. Itasca, IL: Riverside Publishing, 2004.)
Measured: 1 year
Children's physical health
Indicators of physical well-being were assessed by weighing (using kilograms) and measuring children's height (using centimeters), and using these measurements to calculate Body Mass Index (BMI)
Measured: 1 year
General health status
Indicators of physical well-being were assessed by parent report to a survey item on if child's health is excellent, very good, good, fair, or poor
Measured: 1 year
Executive function
Indicators of executive function were assessed by a pencil-tapping task that requires the child do the opposite of what the assessor says (that is, tap one time when the assessor taps two times and tap two times when the assessor taps one time). Pencil Tapping provides an objective assessment of children's self-regulation, particularly inhibitory control and working memory.
See Blair 2002 for example for more information on the task.
Blair, C. "School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children's Functioning at School Entry." American Psychologist, vol. 57, 2002, pp. 111-127.
Measured: 1 year
Social-emotional development
Indicators of social-emotional development were assessed using teacher report of several items on children's positive and problem behaviors. Please see the FACES 2014 User's Manual (Kopack Klein et al. 2017) for more information on the scores and technical information.
Kopack Klein, A., B. Lepidus Carlson, N. Aikens, A. Bloomenthal, J. West, L. Malone, E. Moiduddin, M. Dang, M. Hepburn, S. Skidmore, S. Bernstein, A. Kelly, F. Hurwitz, A. Edwards, H. Zhou, and G. Lim. "Head Start Family and Child Experiences Survey (2014) User's Manual." Report submitted to the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation. Washington, DC: Mathematica Policy Research, 2017.
Measured: 1 year
Social-emotional development-cognitive/social behaviors
Indicators of social-emotional development were assessed using assessor report children's cognitive/social behaviors during the assessment time, using the Leiter-R Examiner Ratings. The Leiter-R comprises eight subscales that examine children's approach to the assessments, their engagement with the materials, and their ability to attend to and regulate their physical and emotional responses during the assessment tasks. Please see Roid and Miller 1997 for more information on the scores and technical properties.
Roid, G.H., and L.J. Miller. Leiter International Performance Scale Revised, Examiner Rating Scale (Leiter-R). Lutz, FL: Psychological Assessment Resources, Inc., 1997.
Measured: 1 year
Social-emotional development - Approaches to learning
Indicators of social-emotional development were assessed using teacher report of approaches to learning using the Early Childhood Longitudinal Study - Kindergarten Class of 1998 (ECLS-K). The items assess a child's motivation, attention, organization, persistence, and independence in learning. Please see U.S. Department of Education 2002 for more information on the scores and technical properties.
U.S. Department of Education, National Center for Education Statistics. "Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), Psychometric Report for Kindergarten through First Grade." NCES 2002-05. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2002.
Measured: 1 year
Classroom quality-teacher child interactions
Indicators of classroom quality were assessed using the the PreK Classroom Assessment Scoring System. The Pre-K CLASS assesses the qualities of interactions between teachers and students in classrooms and measures aspects of interactions related to children's early academic achievement and social competencies. Please see Pianta et al. 2008 for more information on the scores and technical properties.
Pianta, Robert, K. LaParo, and B. Hamre. The Classroom Assessment Scoring System Pre-K Manual. Charlottesville, VA: University of Virginia, 2008.
Measured: One-day observation in March-May 2015, March-May 2017
Classroom quality-global classroom environment
Indicators of classroom quality were assessed using a shortened form of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a global rating of classroom quality based on structural features of the classroom (Harms et al. 2005). The items in the short form represent the strongest 21 items identified by researchers in a large-scale study (Clifford et al. 2005). Please see Harms et al. 2005 and Clifford et al. 2005 for more information on the scores and measure technical properties.
Harms, T., R.M. Clifford, and D. Cryer. Early Childhood Environment Rating Scale: Revised Edition. New York: Teachers College Press, 2005.
Clifford, Richard, Oscar Barbarin, Florence Chang, Diane M. Early, Donna Bryant, Carollee Howes, Margaret Burchinal, and Robert Pianta. "What Is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs." Applied Developmental Science, vol. 9, no. 3, 2005, pp. 126-143.
Measured: One-day observation in March-May 2015, March-May 2017
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Oct 2018
- Study start1 May 2014
- Primary completion30 Jun 2017
- Study completion30 Jun 2017
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Head Start ParticipationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Other
- Time perspective
- Cross-sectional
- Enrolment
- 5,193 participants (actual)
Sponsor and investigators
- Lead sponsor
- Mathematica Policy Research, Inc.
- Sponsor type
- University, hospital or other
- Collaborators
- Department of Health and Human Services, Children's Bureau - Administration for Children and Families, Office of Planning, Research & Evaluation
- Responsible party
- Principal investigator, Lizabeth Malone, Mathematica Policy Research, Inc.
- Investigators
- Lizabeth Malone, Ph.D., Study director, Mathematica Policy ResearchNikki Aikens, Ph.D., Principal investigator, Mathematica Policy ResearchLouisa Tarullo, Ed.D., Principal investigator, Mathematica Policy Research
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT03705377
- Sponsor's protocol ID
- 40290A
- Acronym
- FACES 2014
- Status last verified
- Feb 2019
- First submitted
- 3 Apr 2018
- Last updated
- 26 Feb 2019
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: The FACES Study team will prepare restricted-use data files and documentation so that future researchers may use the data to replicate findings and explore new areas of inquiry.
Study at a glance
From the registry record, last updated by the sponsor on 26 Feb 2019. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Head Start Family and Child Experiences Survey (FACES) 2014-2018
- ClinicalTrials.gov ID
- NCT03705377
- Acronym / sponsor ID
- FACES 2014 / 40290A
- Conditions
- Head Start Participation
- Keywords
- child care, child development, child health, child nutrition, child rearing, children, curriculum, early childhood education
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 5,193 participants (actual)
- Lead sponsor
- Mathematica Policy Research, Inc.University, hospital or other
- Collaborators
- Department of Health and Human Services, Children's Bureau - Administration for Children and Families, Office of Planning, Research & Evaluation
- Study start
- 1 May 2014 (actual)
- Primary completion
- 30 Jun 2017 (actual)
- Study completion
- 30 Jun 2017 (actual)
- First posted
- 15 Oct 2018 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
For nearly two decades, the Head Start Family and Child Experiences Survey (FACES) has been an invaluable source of information on the Head Start program and the children and families it serves. FACES 2014-2018 is the next phase of this important endeavor. Mathematica Policy Research and its partners, Juárez and Associates, Educational Testing Service, and consultants Margaret Burchinal and Martha Zaslow, developed the instruments and data collection procedures to assess the school readiness skills of 2,400 children and survey their parents and Head Start teachers in fall 2014 and spring 2015 (Classroom + Child Outcomes Core) and conduct observations in 720 Head Start classrooms and survey Head Start staff in spring 2015 and spring 2017 (Classroom Core).
Detailed description
The Head Start Family and Child Experiences Survey 2014-2018, or FACES 2014, is the sixth in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, and 2009. It includes nationally representative samples of Head Start programs and centers, classrooms, children and their families. Data from surveys of Head Start program and center directors, classroom teachers, and parents provide descriptive information about program policies and practices, classroom activities, and the background and experiences of Head Start staff and families. Classroom observations are used to assess the quality of Head Start classrooms. Children in the study participate in a direct assessment that provides a rich picture of their school readiness skills at different time points.
FACES 2014 uses a new study design that differs from earlier rounds of FACES in several important ways: (1) it includes larger program and classroom samples, (2) all data are collected in a single program year, (3) the baseline sample of children includes both children enrolled in their first and second year of Head Start, and (4) several special studies are conducted along with the main or Core study to collect more detailed information about a given topic, to study new populations of Head Start programs and participants, and to evaluate measures for possible use in future rounds of FACES. For example, the Family Engagement Plus study in spring 2015 collected information from parents and staff (teachers and family services staff) on family engagement efforts and service provision in Head Start programs. Additional Plus topic modules in spring 2017 gathered information on program functioning from teachers and directors.
The Office of Head Start, the Administration for Children and Families, other federal agencies, local programs, and the public have depended on FACES for valid and reliable national information on (1) the skills and abilities of Head Start children, (2) how Head Start children's skills and abilities compare with preschool children nationally, (3) Head Start children's readiness for and subsequent performance in kindergarten, and (4) the characteristics of the children's home and classroom environments. The FACES study is designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. Some of the questions that are central to FACES include:
- What are the demographic characteristics of the population of children and families served by Head Start? How has the population served by Head Start changed?
- What are the experiences of families and children in the Head Start program? How have they changed?
- What are the cognitive and social skills of Head Start children at the beginning and end of the program year?
- Has Head Start program performance improved over time?
- What are the qualifications of Head Start teachers in terms of education, experience, and credentials?
- What is the observed quality of Head Start classrooms as early learning environments, including the level and range of teaching and interactions, provisions for learning, emotional and instructional support, and classroom organization? How has quality changed over time? What program- and classroom-level factors are related to observed classroom quality? How is observed quality related to children's outcomes and developmental gains?
Study design
- Observational model
- Other
- Time perspective
- Cross-sectional
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Head Start children and families | – | –children (2,400), parents (2,400), classrooms/teachers (720), program directors (180), center directors (360), family service staff (168) |
Who may qualify
- Ages
- 3 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
- Study population
- Head Start children (and their families), Head Start programs, Head Start centers, Head Start classrooms/teachers, Head Start family service staff
Key inclusion criteria (6 listed)
- The Head Start programs participating in FACES 2014 were a probability sample selected from among 2,900 study-eligible programs on the 2012-2013 Head Start Program Information Report (PIR). To be eligible for the study, a program had to be
- In one of the 50 states or the District of Columbia
- Providing services directly to children ages 3 to 5
- Not be in imminent danger of losing its grantee status.
- Within those classrooms, eligible classrooms needed to
Key exclusion criteria (1 listed)
- American Indian and Alaska Native Head Start programs (Region XI) or Migrant and Seasonal Worker Head Start programs (Region XII) were not eligible. Other ACF studies (AI/AN FACES-NCT03842111 and MSHS-NCT03116243) focus on those programs.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Primary outcome
English proficiency
Time frame: 1 year
Children's English language proficiency was assessed during week-long site visits using Preschool Language Assessment Survey (preLAS 2000): Simon Says and Art Show. See Duncan and DeAvila for more information on the scores and technical properties. Duncan, S.E., and E. DeAvila. Preschool Language Assessment Survey 2000 Examiner's Manual: English Forms C and D. Monterey, CA: CTB/McGraw-Hill, 1998.
Language-English receptive vocabulary
Time frame: 1 year
Indicators of language were assessed during week-long site visits using Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4). See Dunn and Dunn 2006 for more information on the scores and technical properties. Dunn, L. M., \& Dunn, D. M. Peabody Picture and Vocabulary Test, Fourth Edition. Examiner's Manual and Norms Booklet. Circle Pines, MN: American Guidance Service, 2006.
Language-Expressive vocabulary
Time frame: 1 year
Indicators of language were assessed during week-long site visits using Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4 or EOWPVT-4 Spanish-Bilingual Edition). See Martin and Brownell 2011 and Martin 2013 for more information on the scores and technical properties. EOWPVT-4: Martin, N., and R. Brownell. "Expressive One-Word Picture Vocabulary Test-4th Edition." Novato, CA: Academic Therapy Publications, 2011. EOWPVT-4:SBE: Martin, N. "Expressive One-Word Picture Vocabulary Test-4th Edition: Spanish-Bilingual Edition." Novato, CA: Academic Therapy Publications, 2013.
Language-Spanish receptive vocabulary
Time frame: 1 year
Indicators of language were assessed during week-long site visits using Receptive One-Word Picture Vocabulary Test - Fourth Edition (Spanish-Bilingual Edition; ROWPVT-4 SBE). Please see Martin 2012 for more information on the scores and technical properties. ROWPVT-4:SBE: Martin, N. "Receptive One-Word Picture Vocabulary Test-Fourth Edition: Spanish-Bilingual Edition." Novato, CA: Academic Therapy Publications, 2012.
Literacy-Letter word knowledge/early writing
Time frame: 1 year
Indicators of literacy were assessed during week-long site visits using Woodcock-Johnson III Tests of Achievement-Third Edition/Batería III Woodcock-Muñoz (Spelling, Letter-Word Identification). Please see Woodcock et al. 2001 and Woodcock et al. 2004 for more information on the scores and technical properties. English version: Woodcock, R. W., McGrew, K. S. \& Mather, N. (2001). Woodcock-Johnson III Tests of Achievement, Itasca, IL: Riverside Publishing, 2001. Spanish version: Woodcock, Richard W., Ana F. Munoz-Sandoval, Kevin McGrew, Nancy Mather, and Fred Schrank. Bateria III Woodcock-Munoz. Itasca, IL: Riverside Publishing, 2004.
Literacy-Letter sounds knowledge
Time frame: 1 year
Indicators of literacy were assessed during week-long site visits using ECLS-B Letter Sounds. Please see Snow et al. 2007 for more information on the scores and technical properties. Snow, K., L. Thalji, A. Derecho, S. Wheeless, J. Lennon, S. Kinsey, J. Rogers, M. Raspa, and J. Park. "Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Preschool Year Data File User's Manual (2005-06)." NCES 2008-024. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2007.
Mathematics
Time frame: 1 year
Indicators of mathematics were assessed during week-long site visits using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool mathematics assessment of children's understanding of relative size, ordinal numbers, and pattern matching; number recognition; and the children's ability to count, recognize shapes, add, and solve word problems. Please see Snow et al. 2007 for more information on the scores and technical properties. Snow, K., L. Thalji, A. Derecho, S. Wheeless, J. Lennon, S. Kinsey, J. Rogers, M. Raspa, and J. Park. "Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Preschool Year Data File User's Manual (2005-06)." NCES 2008-024. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2007.
Mathematics
Time frame: 1 year
Indicators of mathematics were assessed during week-long site visits using the Woodcock-Johnson III Tests of Achievement-Third Edition/Batería III Woodcock-Muñoz (Applied Problems Test). Please see Woodcock et al. 2001 and Woodcock et al. 2004 for more information on the scores and technical properties. English version: Woodcock, R. W., McGrew, K. S. \& Mather, N. (2001). Woodcock-Johnson III Tests of Achievement, Itasca, IL: Riverside Publishing, 2001. Spanish version: Woodcock, Richard W., Ana F. Munoz-Sandoval, Kevin McGrew, Nancy Mather, and Fred Schrank. Bateria III Woodcock-Munoz. Itasca, IL: Riverside Publishing, 2004.)
Children's physical health
Time frame: 1 year
Indicators of physical well-being were assessed by weighing (using kilograms) and measuring children's height (using centimeters), and using these measurements to calculate Body Mass Index (BMI)
General health status
Time frame: 1 year
Indicators of physical well-being were assessed by parent report to a survey item on if child's health is excellent, very good, good, fair, or poor
Executive function
Time frame: 1 year
Indicators of executive function were assessed by a pencil-tapping task that requires the child do the opposite of what the assessor says (that is, tap one time when the assessor taps two times and tap two times when the assessor taps one time). Pencil Tapping provides an objective assessment of children's self-regulation, particularly inhibitory control and working memory. See Blair 2002 for example for more information on the task. Blair, C. "School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children's Functioning at School Entry." American Psychologist, vol. 57, 2002, pp. 111-127.
Social-emotional development
Time frame: 1 year
Indicators of social-emotional development were assessed using teacher report of several items on children's positive and problem behaviors. Please see the FACES 2014 User's Manual (Kopack Klein et al. 2017) for more information on the scores and technical information. Kopack Klein, A., B. Lepidus Carlson, N. Aikens, A. Bloomenthal, J. West, L. Malone, E. Moiduddin, M. Dang, M. Hepburn, S. Skidmore, S. Bernstein, A. Kelly, F. Hurwitz, A. Edwards, H. Zhou, and G. Lim. "Head Start Family and Child Experiences Survey (2014) User's Manual." Report submitted to the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation. Washington, DC: Mathematica Policy Research, 2017.
Social-emotional development-cognitive/social behaviors
Time frame: 1 year
Indicators of social-emotional development were assessed using assessor report children's cognitive/social behaviors during the assessment time, using the Leiter-R Examiner Ratings. The Leiter-R comprises eight subscales that examine children's approach to the assessments, their engagement with the materials, and their ability to attend to and regulate their physical and emotional responses during the assessment tasks. Please see Roid and Miller 1997 for more information on the scores and technical properties. Roid, G.H., and L.J. Miller. Leiter International Performance Scale Revised, Examiner Rating Scale (Leiter-R). Lutz, FL: Psychological Assessment Resources, Inc., 1997.
Social-emotional development - Approaches to learning
Time frame: 1 year
Indicators of social-emotional development were assessed using teacher report of approaches to learning using the Early Childhood Longitudinal Study - Kindergarten Class of 1998 (ECLS-K). The items assess a child's motivation, attention, organization, persistence, and independence in learning. Please see U.S. Department of Education 2002 for more information on the scores and technical properties. U.S. Department of Education, National Center for Education Statistics. "Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), Psychometric Report for Kindergarten through First Grade." NCES 2002-05. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2002.
Classroom quality-teacher child interactions
Time frame: One-day observation in March-May 2015, March-May 2017
Indicators of classroom quality were assessed using the the PreK Classroom Assessment Scoring System. The Pre-K CLASS assesses the qualities of interactions between teachers and students in classrooms and measures aspects of interactions related to children's early academic achievement and social competencies. Please see Pianta et al. 2008 for more information on the scores and technical properties. Pianta, Robert, K. LaParo, and B. Hamre. The Classroom Assessment Scoring System Pre-K Manual. Charlottesville, VA: University of Virginia, 2008.
Classroom quality-global classroom environment
Time frame: One-day observation in March-May 2015, March-May 2017
Indicators of classroom quality were assessed using a shortened form of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a global rating of classroom quality based on structural features of the classroom (Harms et al. 2005). The items in the short form represent the strongest 21 items identified by researchers in a large-scale study (Clifford et al. 2005). Please see Harms et al. 2005 and Clifford et al. 2005 for more information on the scores and measure technical properties. Harms, T., R.M. Clifford, and D. Cryer. Early Childhood Environment Rating Scale: Revised Edition. New York: Teachers College Press, 2005. Clifford, Richard, Oscar Barbarin, Florence Chang, Diane M. Early, Donna Bryant, Carollee Howes, Margaret Burchinal, and Robert Pianta. "What Is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs." Applied Developmental Science, vol. 9, no. 3, 2005, pp. 126-143.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 26 Feb 2019.
- To learn more about FACES and access reports/products, please visit the FACES ACF website.Link provided by the sponsor.
- To learn more about FACES and access reports/products, you may also visit the Mathematica study website.Link provided by the sponsor.
- Individual participant dataSharing planned: Yes. The FACES Study team will prepare restricted-use data files and documentation so that future researchers may use the data to replicate findings and explore new areas of inquiry.
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Lizabeth Malone, Ph.D. study director
Mathematica Policy Research
Nikki Aikens, Ph.D. principal investigator
Mathematica Policy Research
Louisa Tarullo, Ed.D. principal investigator
Mathematica Policy Research
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Head Start Participation, run by Mathematica Policy Research, Inc. at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 26 Feb 2019. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
English proficiency (time frame: 1 year). The study lists 16 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 26 Feb 2019.