The study provided descriptive information on a sample of children who entered Head Start in fall 2009 and completed a first year in the program in spring 2010. The study reported on children's family characteristics and experiences in Head Start; child cognitive, social and physical development; and teacher characteristics and classroom quality.
Children assessed in English at the end of their first year in Head Start demonstrated progress toward national norms across developmental areas. Children assessed in Spanish made progress towards norms only in the area of letter-word knowledge. Children also demonstrated gains in executive functioning and social skills and more than one third of children are overweight or obese. Classroom observations conducted revealed that Head Start classroom group sizes and child-adult ratios fall well within professional guidelines and Head Start Program Performance Standards. On average, classrooms scored in the minimal to good range for classroom materials and arrangement and for the quality of teacher-child interactions. Instructional support was rated in the low range, and emotional support and classroom organization was rated in the middle range, a pattern consistent with other studies with similar populations.
Report Title: Child Outcomes and Classroom Quality in FACES 2009
Agency Sponsor: ACF-OPRE, Office of Planning, Research and Evaluation
Federal Contact: Maria Woolverton, 202-205-4039
Performer: Mathematica Policy Research
Record ID: 9983 (December 21, 2012)