Head Start ParticipationAIAN FACESNCT04046965

American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES 2019)

An observational study of Head Start Participation, run by Mathematica Policy Research, Inc. at 1 site in United States.

Completed

Finished. The study has ended and is not enrolling. Results may be posted on the official record.

Official record

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Trial summary

Who is it for?: Ages 2 years and older
Conditions the study is for: Head Start Participation
How many people: 1,587 participants
Where: 1 siteUnited States
Study dates: 1 Sep 2019to 31 Jul 2020
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 2 years and older
All sexes
No healthy volunteers
Child, Adult, Older adult

Study population: Region XI Head Start children (and their families), Region XI Head Start programs, Region XI Head Start centers, Region XI Head Start classrooms/teachers

Inclusion Criteria: the Region XI Head Start programs participating in AIAN FACES 2019 were a probability sample selected from among 146 study-eligible programs on the 2017-2018 Head Start Program Information Report (PIR). To be eligible for the study, a program had to be:

Providing services directly to children ages 3 to 5
The Head Start Program Performance Standards require that children turn 3 by date used to determine eligibility for public school in the community in which the Head Start program is located. Therefore, some study children were 2 years old at the time of sampling if sampling occurred before the date used for public school eligibility.
Not be in imminent danger of losing its grantee status. Probability samples of centers were selected within each program, classrooms within each center (within those classrooms, eligible classrooms needed to have at least one Head Start child enrolled) and children within each classroom. Teachers associated with selected classrooms were included in the study with certainty, as were parents associated with selected children.

Exclusion Criteria: Head Start programs in Regions I through X and Migrant and Seasonal Head Start (Region XII) were not eligible for AIAN FACES. Other ACF studies (FACES-NCT03971435 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

Other trials in United States

About this study

The American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) 2019 builds on AIAN FACES 2015 (NCT03842111), which was the first national study children and families participating in Region XI Head Start. In consultation with the AIAN FACES Workgroup, Mathematica developed instruments and data collection procedures to assess the school readiness skills of 720 children and survey their parents and Region XI Head Start teachers in fall 2019 and spring 2020; conduct observations in those children's Region XI Head Start classrooms; and survey Region XI Head Start staff in spring 2020. Due to the COVID-19 pandemic, spring 2020 child assessments and classroom observations were canceled after two weeks, while surveys of parents and staff continued.

Read the detailed description

The design and execution of AIAN FACES has been informed by close collaboration with members of the AIAN FACES Workgroup which includes Region XI Head Start program directors, researchers with experience working with AIAN communities, Mathematica study staff, and federal officials from the Office of Head Start and the Office of Planning, Research and Evaluation.

Building on AIAN FACES 2015 as the foundation, members of the AIAN FACES Workgroup have shared insights and information on the kinds of information needed about children and families served by Region XI AIAN Head Start programs. Members also provided input on recruitment practices and study methods that are responsive to the unique cultural and self-governing contexts of tribal Head Start programs. They also consulted on priorities for dissemination and drafts of dissemination products.

AIAN FACES 2019 provides the mechanism for collecting data on a nationally representative probability sample in Region XI to provide valid and reliable information to federal, local, and tribal community stakeholders. AIAN FACES 2019 focuses on children and families to describe the school readiness skills, family characteristics, and Head Start experiences of these children, with a focus on Native culture and language. The investigators collected information on programs and classrooms to provide context for children's experiences. Data collection with Region XI children, families, classrooms, and programs took place in the Fall of 2019 and the Spring of 2020. Originally, AIAN FACES 2019 also sought to describe classroom quality for children in Region XI, but was unable to do so, with classroom observations cancelled after two weeks due to the COVID-19 pandemic.

Conditions: Head Start Participation
Keywords: Alaska natives, child care, child development, child health, child rearing, children, curriculum, early childhood education, families, Head Start, Native Americans, parenting skills, parents, programs, school readiness, teachers

What participants receive

What participants receive. In a randomised study each person is assigned to one group by chance.

Study groups in NCT04046965
Study group	Role	What they receive
Region XI Head Start children and families - Fall 2019 to Spring 2020		children (720) parents (720) classrooms/teachers (85) program directors (22) center directors (40)

What is being measured

The primary outcome is the main question the study is designed to answer.

English proficiency
Children's English language proficiency were 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.
Measured: October to December 2019, March 2020
Language-English receptive vocabulary
Indicators of language were assessed during week-long site visits using Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5). See Dunn 2019 for more information on the scores and technical properties.
Dunn, D. M. Peabody Picture Vocabulary Test, Fifth Edition. Examiner's Manual and Norms Booklet. Bloomington, MN: NCS Pearson, Inc., 2019.
Measured: October to December 2019, March 2020
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 2010 and Martin 2012 for more information on the scores and technical properties.
Measured: October to December 2019, March 2020
Literacy-Letter word knowledge
Indicators of literacy were assessed during week-long site visits using Letter-Word Identification Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Measured: October to December 2019, March 2020
Literacy-early writing
Indicators of literacy were assessed during week-long site visits using Spelling Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Measured: October to December 2019, March 2020
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: October to December 2019, March 2020
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.
Measured: October to December 2019, March 2020
Mathematics
Indicators of mathematics were assessed during week-long site visits using the Woodcock-Johnson IV Tests of Achievement-Fourth Edition (Applied Problems Test). Please see Schrank et al. 2014 for more information on the scores and technical properties.
Measured: October to December 2019, March 2020
Children's physical health
Indicators of physical well-being were assessed by weighing (using kilograms) and measuring children's height (using centimeters), and combining these measurements to calculate Body Mass Index (BMI) in in kg/m^2.
Measured: October to December 2019, March 2020
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: October to December 2019, March 2020
Executive function
Indicators of executive function were assessed by the Minnesota Executive Function Scale (MEFS). The MEFS is a standardized and adaptive assessment administered on a touch-screen tablet with child-friendly graphics, avatars, and child-directed instructions. The MEFS provides an objective assessment of children's self-regulation, particularly cognitive flexibility, working memory, and inhibitory control. See Carlson and Zelazo for more information.
Measured: October to December 2019, March 2020
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 AIAN FACES 2019 User's Manual (Bernstein et al. 2021a) for more information on the scores and technical information.
Measured: October-December 2019, March-July 2020
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 International Performance Scale-Third Edition Examiner Rating Scale. The Leiter 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 et al. 2013 for more information on the scores and technical properties.
Measured: October-December 2019, March-July 2020
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.
Measured: October-December 2019, March-July 2020
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.
Measured: One-day observation in March 2020
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.
Measured: One-day observation in March 2020
Classroom quality-Native cultural and language classroom observation
In AIAN FACES 2019, children's exposure to Native cultural and language experiences during the classroom observation were documented using the Native Culture \& Language in the Classroom Observation (NCLCO). The NCLCO was developed for AIAN FACES 2015 and adapted for 2019, both with the guidance of the study Workgroup. Please see AIAN FACES 2019 Workgroup 2021 for more information.
Measured: One-day observation in March 2020
Parents' depressive symptoms
Parents' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.
Measured: October-December 2019, March-July 2020
Teachers' depressive symptoms
Teachers' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.
Measured: October-December 2019, March-July 2020

Timeline

From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.

1 Sep 201931 Jul 2020

First posted6 Aug 2019
Study start1 Sep 2019
Primary completion31 Jul 2020
Study completion31 Jul 2020

Resources

Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
Publications (13)Papers the sponsor has linked to this study.
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: 1,587 participants (actual)

IDs, dates and publications

ClinicalTrials.gov ID: NCT04046965
Sponsor's protocol ID: 50515B
Acronym: AIAN FACES
Status last verified: Jul 2024
First submitted: 28 May 2019
Last updated: 2 Aug 2024
Results posted: No
Data monitoring committee: No
FDA-regulated drug: No
FDA-regulated device: No
Individual data sharing: Yes: In the future, AIAN FACES 2019 archived data will be available for access.

Publications

Bernstein, S., A. Kopack Klein, B. Lepidus Carlson, A. Li., N. Aikens, M. Dang, M. Scott, S. Skidmore, M. Cavanaugh, J. Cannon, and contributing authors. "American Indian and Alaska Native Head Start Family and Child Experiences Survey 2019: User's Manual." Report submitted to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC: Mathematica, 2021.
Carlson, S. M., & Zelazo, P. D. (2014). Minnesota Executive Function Scale: Test Manual. Reflection Sciences, Inc. St. Paul, MN.
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.
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.
Dunn, D. M. Peabody Picture Vocabulary Test, Fifth Edition. Manual. Bloomington, MN: NCS Pearson, Inc., 2019.
Harms, T., R.M. Clifford, and D. Cryer. Early Childhood Environment Rating Scale: Revised Edition. New York. Teachers College Press, 2005.
EOWPVT-4: Martin, N., and R. Brownell. "Expressive One-Word Picture Vocabulary Test-4th Edition." Novato, CA: Academic Therapy Publications, 2010.
Pianta, Robert, K. LaParo, and B. Hamre. The Classroom Assessment Scoring System Pre-K Manual. Charlottesville, VA: University of Virginia, 2008.
Radloff, L. "The CES-D Scale: A Self-Report Depression Scale for Research in the General Population." Applied Psychological Measurement, vol. 1, no. 3, 1977, pp. 385-401.
Roid, G.H., L.J. Miller, M. Pomplu, and C. Koch. Leiter International Performance Scale-3rd Edition. Wood Dale, IL: Stoelting, 2013.
Schrank, F., K. McGrew, and N. Mather. Woodcock-Johnson IV. Rolling Meadows, IL: Riverside, 2014.
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.
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.

Study at a glance

From the registry record, last updated by the sponsor on 2 Aug 2024. Recruitment status is as the sponsor reported it: confirm with the study team.

Official title: American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES 2019)
ClinicalTrials.gov ID: NCT04046965
Acronym / sponsor ID: AIAN FACES / 50515B
Conditions: Head Start Participation
Keywords: Alaska natives, child care, child development, child health, child rearing, children, curriculum, early childhood education
Study type: Observational
Recruitment status: Completed
Enrolment: 1,587 participants (actual)
Lead sponsor: Mathematica Policy Research, Inc.University, hospital or other
Collaborators: Office of Planning, Research & Evaluation, Department of Health and Human Services
Study start: 1 Sep 2019 (actual)
Primary completion: 31 Jul 2020 (actual)
Study completion: 31 Jul 2020 (actual)
First posted: 6 Aug 2019 (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.

Detailed description

Study design

Observational model: Other
Time perspective: Cross-sectional
Number of arms: 1

Arm	Type	Receives
Region XI Head Start children and families - Fall 2019 to Spring 2020	–	–children (720) parents (720) classrooms/teachers (85) program directors (22) center directors (40)

Who may qualify

Ages: 2 years and older
Sex: All
Healthy volunteers: Not accepted
Age groups: Child, Adult, Older adult
Study population: Region XI Head Start children (and their families), Region XI Head Start programs, Region XI Head Start centers, Region XI Head Start classrooms/teachers

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: October to December 2019, March 2020
Children's English language proficiency were 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.
Language-English receptive vocabulary
Time frame: October to December 2019, March 2020
Indicators of language were assessed during week-long site visits using Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5). See Dunn 2019 for more information on the scores and technical properties. Dunn, D. M. Peabody Picture Vocabulary Test, Fifth Edition. Examiner's Manual and Norms Booklet. Bloomington, MN: NCS Pearson, Inc., 2019.
Language-Expressive vocabulary
Time frame: October to December 2019, March 2020
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 2010 and Martin 2012 for more information on the scores and technical properties.
Literacy-Letter word knowledge
Time frame: October to December 2019, March 2020
Indicators of literacy were assessed during week-long site visits using Letter-Word Identification Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Literacy-early writing
Time frame: October to December 2019, March 2020
Indicators of literacy were assessed during week-long site visits using Spelling Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Literacy-Letter sounds knowledge
Time frame: October to December 2019, March 2020
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: October to December 2019, March 2020
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.
Mathematics
Time frame: October to December 2019, March 2020
Indicators of mathematics were assessed during week-long site visits using the Woodcock-Johnson IV Tests of Achievement-Fourth Edition (Applied Problems Test). Please see Schrank et al. 2014 for more information on the scores and technical properties.
Children's physical health
Time frame: October to December 2019, March 2020
Indicators of physical well-being were assessed by weighing (using kilograms) and measuring children's height (using centimeters), and combining these measurements to calculate Body Mass Index (BMI) in in kg/m^2.
General health status
Time frame: October to December 2019, March 2020
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: October to December 2019, March 2020
Indicators of executive function were assessed by the Minnesota Executive Function Scale (MEFS). The MEFS is a standardized and adaptive assessment administered on a touch-screen tablet with child-friendly graphics, avatars, and child-directed instructions. The MEFS provides an objective assessment of children's self-regulation, particularly cognitive flexibility, working memory, and inhibitory control. See Carlson and Zelazo for more information.
Social-emotional development
Time frame: October-December 2019, March-July 2020
Indicators of social-emotional development were assessed using teacher report of several items on children's positive and problem behaviors. Please see the AIAN FACES 2019 User's Manual (Bernstein et al. 2021a) for more information on the scores and technical information.
Social-emotional development-cognitive/social behaviors
Time frame: October-December 2019, March-July 2020
Indicators of social-emotional development were assessed using assessor report children's cognitive/social behaviors during the assessment time, using the Leiter International Performance Scale-Third Edition Examiner Rating Scale. The Leiter 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 et al. 2013 for more information on the scores and technical properties.
Social-emotional development - Approaches to learning
Time frame: October-December 2019, March-July 2020
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.
Classroom quality-teacher child interactions
Time frame: One-day observation in March 2020
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.
Classroom quality-global classroom environment
Time frame: One-day observation in March 2020
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.
Classroom quality-Native cultural and language classroom observation
Time frame: One-day observation in March 2020
In AIAN FACES 2019, children's exposure to Native cultural and language experiences during the classroom observation were documented using the Native Culture \& Language in the Classroom Observation (NCLCO). The NCLCO was developed for AIAN FACES 2015 and adapted for 2019, both with the guidance of the study Workgroup. Please see AIAN FACES 2019 Workgroup 2021 for more information.
Parents' depressive symptoms
Time frame: October-December 2019, March-July 2020
Parents' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.
Teachers' depressive symptoms
Time frame: October-December 2019, March-July 2020
Teachers' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.

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 2 Aug 2024.
BackgroundBernstein, S., A. Kopack Klein, B. Lepidus Carlson, A. Li., N. Aikens, M. Dang, M. Scott, S. Skidmore, M. Cavanaugh, J. Cannon, and contributing authors. "American Indian and Alaska Native Head Start Family and Child Experiences Survey 2019: User's Manual." Report submitted to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC: Mathematica, 2021.
BackgroundCarlson, S. M., & Zelazo, P. D. (2014). Minnesota Executive Function Scale: Test Manual. Reflection Sciences, Inc. St. Paul, MN.
BackgroundClifford, 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.
BackgroundDuncan, S.E., and E. DeAvila. Preschool Language Assessment Survey 2000 Examiner's Manual: English Forms C and D. Monterey, CA: CTB/McGraw-Hill, 1998.
BackgroundDunn, D. M. Peabody Picture Vocabulary Test, Fifth Edition. Manual. Bloomington, MN: NCS Pearson, Inc., 2019.
BackgroundHarms, T., R.M. Clifford, and D. Cryer. Early Childhood Environment Rating Scale: Revised Edition. New York. Teachers College Press, 2005.
BackgroundEOWPVT-4: Martin, N., and R. Brownell. "Expressive One-Word Picture Vocabulary Test-4th Edition." Novato, CA: Academic Therapy Publications, 2010.
BackgroundPianta, Robert, K. LaParo, and B. Hamre. The Classroom Assessment Scoring System Pre-K Manual. Charlottesville, VA: University of Virginia, 2008.
BackgroundRadloff, L. "The CES-D Scale: A Self-Report Depression Scale for Research in the General Population." Applied Psychological Measurement, vol. 1, no. 3, 1977, pp. 385-401.
BackgroundRoid, G.H., L.J. Miller, M. Pomplu, and C. Koch. Leiter International Performance Scale-3rd Edition. Wood Dale, IL: Stoelting, 2013.
BackgroundSchrank, F., K. McGrew, and N. Mather. Woodcock-Johnson IV. Rolling Meadows, IL: Riverside, 2014.
BackgroundSnow, 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.
To learn more about AIAN FACES and access reports/publications, please visit the AIAN FACES ACF website.Link provided by the sponsor.
To learn more about AIAN FACES and access reports/products, individuals may also visit the Mathematica study website.Link provided by the sponsor.
Individual participant dataSharing planned: Yes. In the future, AIAN FACES 2019 archived data will be available for access.

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.

Sara Bernstein, 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?

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 2 Aug 2024. 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: October to December 2019, March 2020). The study lists 19 primary outcomes in all. It is what the study was designed to measure, not a finding.

Where can I read the original study information?

On the ClinicalTrials.gov record for NCT04046965, which also lists 13 linked publications.

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 2 Aug 2024.