Office of Head Start (OHS) Program Fact Sheet provides information on demographics, state allocations, program statistics, and program enrollment history.

The Head Start Family and Child Experiences Survey (FACES) has been a source of information on the Head Start program and the children and families it serves. The 2019 Head Start Family and Child Experiences Survey, or FACES 2019, is the seventh in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, 2009, and 2014. It includes nationally representative samples of Head Start programs and centers, classrooms, and children and their families during the 2019-2020 program year. Data from surveys of Head Start program and center directors and classroom teachers provide descriptive information about program policies and practices, classroom activities, and the background of Head Start staff. These data compromise the Classroom Study. A sample of these programs also provides data from parent surveys, teacher child reports, and direct child assessments as part of the Classroom + Child Outcomes Study. FACES 2019 is designed to help policymakers address current policy questions and to support programs and practitioners working with Head Start families. According to the study design, FACES would have assessed children's readiness for school, surveyed parents, and asked teachers to provide information on children in both fall 2019 and spring 2020. In response to the COVID-19 (for coronavirus disease 2019) pandemic, however, FACES 2019 cancelled the first piece--the in-person data collection of child assessments in spring 2020. In-person classroom observations as part of the Classroom Study were also cancelled in spring 2020. FACES is designed so that researchers can answer a wide range of research questions that are crucial for aiding program directors and policymakers. FACES 2019 data may be used to describe (1) the quality and characteristics of Head Start programs, teachers, and classrooms; (2) the changes or trends in the quality and characteristics of the classrooms, programs, and staff over time; (3) the school readiness skills and family characteristics of the children who participate in Head Start; (4) the factors or characteristics that predict differences in classroom quality; (5) the changes or trends in the children's outcomes and family characteristics over time; and (6) the factors or characteristics at multiple levels that predict differences in the children's outcomes. The study also supports research questions related to subgroups of interest, such as children with identified disabilities and children who are dual-language learners (DLLs), as well as policy issues that emerge during the study. The study addresses changes in children's outcomes and experiences as well as changes in the characteristics of Head Start classrooms over time and across the rounds of FACES. Some of the questions that are central to FACES include: What are the characteristics of Head Start programs, including structural characteristics and program policies and practices? What are the characteristics and observed quality of Head Start classrooms? What are the characteristics and qualifications of Head Start teachers and management staff? Are the characteristics of programs, classrooms, and staff changing over time? What are the demographic characteristics and home environments of children and families who participate in Head Start? Are family demographic characteristics and aspects of home environments changing over time? How do families make early care and education decisions? What are the experiences of families and children in Head Start? What are the average school readiness skills and developmental outcomes of the population of Head Start children in fall and spring of the Head Start year? What gains do children make during a year of Head Start? Are children's school readiness skills (average skills or average gains in skills) improving over time? Does classroom quality vary by characteristics of classrooms, teachers, or programs? What characteristics of programs, teachers, or classrooms are associated with aspects of classroom quality? Do the school readiness skills of children in fall and spring and their gains in skills vary by child, family, program, and classroom characteristics? What is the association between observed classroom quality and children's school readiness skills? Between child and family characteristics and children's school readiness skills? The User Guide provides d

The Detroit early childhood interactive map contains data relating to early childhood and education. It is meant to help stakeholders better understand the early childhood landscape better.

The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). FACES 2009 is the latest FACES cohort study and followed children from Head Start entry in fall 2009 through one or two years of program participation and to kindergarten.

For nearly a decade, 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:

1. 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?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. What are the cognitive and social skills of Head Start children at the beginning and end of their first year in the program? Has Head Start program performance improved over time?
4. Do the gains in cognitive and social skills that Head Start children achieve carry over into kindergarten? Do larger gains (or greater declines in problem behavior) translate into higher achievement at the end of kindergarten?
5. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
6. 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?

In response to recent trends and mandates, FACES 2009 expanded the information collected on families and children who speak a primary language other than English and the information collected on children who are homeless. Earlier cohorts of FACES gathered information on the languages spoken in the home and used for classroom instruction. Given the growth in the population of Hispanic/Latino preschoolers (Hernandez 2006), FACES 2009 placed additional emphasis on Dual Language Learners (DLLs). In addition, given the 2007 Head Start Act's focus on children and families who are homeless, FACES 2009 expanded coverage on the enrollment of such children, how the program ensures that they enroll in Head Start, and the special services available to such children and their families.

FACES 2009 carefully balanced the need for consistent measurement of outcomes against the need for improvements in instrumentation and techniques. In some instances, new instruments were added to obtain more comprehensive information on Head Start children. For example, the Expressive One-Word Picture Vocabulary Test was added to assess children's expressive language, which is related to later reading achievement even more so than receptive language (National Early Literacy Panel 2008). A measure of phonemic awareness from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool wave was also added to assess children's knowledge of beginning and ending sounds in words. Further, FACES 2009 included a direct assessment of executive functioning-a

Abstract (en): The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). FACES 2009 is the latest FACES cohort study and followed children from Head Start entry in fall 2009 through one or two years of program participation and to kindergarten. For nearly a decade, 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 their first year in the program? Has Head Start program performance improved over time?; Do the gains in cognitive and social skills that Head Start children achieve carry over into kindergarten? Do larger gains (or greater declines in problem behavior) translate into higher achievement at the end of kindergarten?; What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?; 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?; In response to recent trends and mandates, FACES 2009 expanded the information collected on families and children who speak a primary language other than English and the information collected on children who are homeless. Earlier cohorts of FACES gathered information on the languages spoken in the home and used for classroom instruction. Given the growth in the population of Hispanic/Latino preschoolers (Hernandez 2006), FACES 2009 placed additional emphasis on Dual Language Learners (DLLs). In addition, given the 2007 Head Start Act's focus on children and families who are homeless, FACES 2009 expanded coverage on the enrollment of such children, how the program ensures that they enroll in Head Start, and the special services available to such children and their families. FACES 2009 carefully balanced the need for consistent measurement of outcomes against the need for improvements in instrumentation and techniques. In some instances, new instruments were added to obtain more comprehensive information on Head Start children. For example, the Expressive One-Word Picture Vocabulary Test was added to assess children's expressive language, which is related to later reading achievement even more so than receptive language (National Early Literacy Panel 2008). A measure of phonemic awareness from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool wave was also added to assess children's knowledge of beginning and ending sounds in words. Further, FACES 2009 included a direct assessment of executive functioning-a pencil tapping task to examine children's inhibitory control, working memory, and attention-which has been shown to relate to young children's development in m...

The 2014 Head Start Family and Child Experiences Survey, 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. This release includes nationally representative samples of Head Start programs and centers, classrooms, children and their families through spring of 2017. Data from surveys of Head Start program and center directors, classroom teachers, and parents provided descriptive information about program policies and practices, classroom activities, and the background and experiences of Head Start staff and families. Classroom observations were used to assess the quality of Head Start classrooms. Children in the study participated in a direct assessment that provided a picture of their school readiness skills at different time points. FACES 2014 used a new study design that differs from earlier rounds of FACES in several important ways: (1) it included larger program and classroom samples, (2) all data were collected in a single program year, (3) the baseline sample of children included both children enrolled in their first and second year of Head Start, and (4) several special studies were conducted along with the main (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 collected information from parents and staff (teachers and family services staff) on family engagement efforts and service provision in Head Start programs. 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 was 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? Are average teacher education levels rising in Head Start?; 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?;

The User Guide provides detailed information about the FACES 2014 study design, execution, and data to inform and assist researchers who may be interested in using the data for future analyses. The following items are provided in the User Guide as appendices.

Appendix A - Elements Of The FACES Design And Key Measures Used (And Child Outcomes Captured): FACES 1997 - FACES 2014; Appendix B - Copyright Permissions; Appendix C - Instrument Content Matrices; Appendix D - Instruments; Appendix E - Spring 2015 Center/Program Codebook; Appendix F - Spring 2015 Classroom/Teacher Codebook; Appendix G - 2014-2015 Child Codebook; Appendix H - Spring 2015 Family Engagement Family Service Staff Interview Codebook; Appendix I - Spring 2015 Family Engagement Parent Interview Codebook; Appendix J - Spring 2017 Center/Program Codebook; Appendix K - Spring 2017 Classroom/Teacher Codebook; Appendix L - Descriptions of Constructed/Derived Variables; Appendix M - Synthetic Estimation for Child Growth Across Two Years;

The AIAN FACES 2015 study design, engagement with programs, and dissemination efforts reflect advice from members of the AIAN FACES Workgroup, comprising Region XI Head Start directors, researchers, and federal officials. The Head Start Family and Child Experiences Survey (FACES) is a major source of information on Head Start programs and the children and families they serve. Since 1997, FACES has conducted studies in a nationally representative sample of Head Start programs, but has historically not included Region XI (programs operated by federally-recognized tribes), whose programs are designed to serve predominantly American Indian and Alaska Native (AI/AN) children and families. Units of Response: Head Start Programs, Head Start Classroom/Teacher, Head Start Children, Head Start Families, Head Start Centers Type of Data: Evaluation Tribal Data: Yes Periodicity: One-time Demographic Indicators: Disability;Ethnicity;Household Income;Household Size;Housing Status;Indigenous Population;Race;Sex SORN: https://www.federalregister.gov/documents/2015/04/02/2015-07440/privacy-act-of-1974-system-of-records-notice Data Use Agreement: Yes Data Use Agreement Location: https://www.icpsr.umich.edu/web/ICPSR/studies/36804/datadocumentation Granularity: Classroom;Family;Individual;Program Spatial: United States Geocoding: Unavailable

AIAN FACES 2019 sought to (1) describe the strengths and needs of all children in Region XI, (2) provide an accurate picture of all children and families who participate in Region XI (AIAN and non-AIAN), and (3) understand the cultural and linguistic experiences of Native children and families in Region XI AIAN Head Start. Units of Response: Head Start Programs, Head Start Classroom/Teacher, Head Start Children, Head Start Families, Head Start Centers Type of Data: Evaluation Tribal Data: Yes Periodicity: One-time Demographic Indicators: Disability;Ethnicity;Household Income;Household Size;Housing Status;Indigenous Population;Race;Sex SORN: https://www.federalregister.gov/documents/2022/09/19/2022-20139/privacy-act-of-1974-system-of-records Data Use Agreement: Yes Data Use Agreement Location: https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/38028/datadocumentation Granularity: Classroom;Family;Individual;Region Spatial: United States Geocoding: Unavailable

Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low income children. Based on a "whole child" model, the program provides comprehensive services that include preschool education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. In the 1998 reauthorization of Head Start, Congress mandated that the United States Department of Health and Human Services determine, on a national level, the impact of Head Start on the children it serves. This legislative mandate required that the impact study address two main research questions: What difference does Head Start make to key outcomes of development and learning (and in particular, the multiple domains of school readiness) for low-income children? What difference does Head Start make to parental practices that contribute to children's school readiness? Under what circumstances does Head Start achieve the greatest impact? What works for which children? What Head Start services are most related to impact? The Head Start Impact Study (HSIS) addresses these questions by reporting on the impacts of Head Start on children and families during the children's preschool, kindergarten, and first grade years. The HSIS was conducted with a nationally representative sample of nearly 5,000 three- and four-year old preschool children across 84 nationally representative grantee/delegate agencies in communities where there are more eligible children and families than can be served by the program. The children participating were randomly assigned to either a treatment group (which had access to Head Start services) or a comparison group (which did not have access to Head Start services, but could receive other community resources). The HSIS data collection began in the fall of 2002 and ended in spring 2006, following children through the spring of their first grade year. Baseline data were collected through parent interviews and child assessments in fall 2002. The annual spring data collection included child assessments, parent interviews, teacher surveys, and teacher-child ratings. In addition, during the preschool years only, data collection included classroom and family day care observations, center director interviews, care provider interviews, and care provider-child ratings. The Third Grade Follow-up to the Head Start Impact Study builds upon the existing randomized control design in the Head Start Impact Study (HSIS) in order to determine the longer-term impact of the Head Start program on the well-being of children and families through the end of third grade. The data collection for the Third Grade Follow-up to the Head Start Impact Study was conducted during the spring of the children's third grade year (2007 and 2008). In addition to the child assessments, parent interviews, teacher surveys, and teacher-child-ratings used for the Head Start Impact Study (HSIS) data collection, a principal survey was added to collect school data, including school demographics, and characteristics and quality indicators for schools, teachers and classrooms. As part of the third grade child assessment, self-reported data also was collected on the child's perception of his/her academic and social skills. Both studies, for different grade levels, examined differences in outcomes in several domains related to school readiness: children's cognitive, social-emotional, health, and parenting outcomes (e.g., use of spanking, exposing children to cultural enrichment activities, and parenting styles). It also examined whether impacts differed based on characteristics of the children and their families, including the child's pre-academic skills at the beginning of the study; the child's primary language; whether the child has special needs; the mother's race/ethnicity; the primary caregiver's level of depressive symptoms; household risk; and urban or rural location.

The Office of Head Start Program Information Report (PIR) provides comprehensive data on the services, staff, children, and families served by Head Start and Early Head Start programs nationwide. All grantees and delegates are required to submit PIR for Head Start and Early Head Start Programs. PIR data is compiled for use at the federal, regional, state, and local level. The PIR collects data on child, staff, and family demographics and program characteristics including data on physical health, mental health, disabilities, and family services. All of this data is aggregated and reported by each program to the Office of Head Start.

The Head Start Impact Study reports on the impacts of Head Start on children and families during the children's preschool, kindergarten, and first grade years. It was conducted with a nationally representative sample of nearly 5,000 three- and four-year old preschool children across 84 nationally representative grantee/delegate agencies in communities where there are more eligible children and families than can be served by the program.

Units of Response: Head Start Programs, Head Start Centers, Head Start Classroom/Teacher, Head Start Children, Head Start Families

Type of Data: Evaluation

Tribal Data: No

Periodicity: Irregular

Demographic Indicators: Disability;Ethnicity;Household Income;Race

SORN: https://www.federalregister.gov/documents/2015/04/02/2015-07440/privacy-act-of-1974-system-of-records-notice

Data Use Agreement: https://www.icpsr.umich.edu/rpxlogin

Data Use Agreement Location: https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/29462/datadocumentation

Granularity: Classroom;Individual;Program

Spatial: United States

Geocoding: Unavailable

In 1990, the United States Congress authorized a major program designed to enhance the early public school transitions of former Head Start children and their families. Former Head Start children, like many other children living in poverty, were at risk for poor school achievement. This new program was launched to test the value of extending comprehensive, Head Start-like supports "upward" through the first four years of elementary school. This project, administered by the Head Start Bureau of the Administration on Children, Youth, and Families, funded 31 local Transition Demonstration Programs in 30 states and the Navajo Nation from the 1991-1992 school year through the 1997-1998 school year and involved more than 450 public schools. The National Transition Demonstration Study was conducted to provide information about the implementation of this program and its impact on children, families, schools, and communities. More than 7,500 former Head Start children and families were enrolled in the National Study. Thousands of other children and families, however, participated in the Transition Demonstration Program, since supports and educational enhancements were offered to all children and families in the classrooms. The datasets are organized into four broad categories: Family Units -- There are six family unit files. A "family unit" record consists of information about a child or family as the result of source data taken from family interviews, records of child test scores on a child instrument, school archival records, or teacher questionnaires (Part B). If data were available from any combination of these source documents, a family unit record was generated. A broad range of variables are included under this heading. Variables range from simple demographics to standardized scores of social skill ratings as well as neighborhood factor scores and child outcome scores in reading and mathematics. These files are associated with each year of the child's schooling (kindergarten through third grade).; School Unit -- There are five school unit files, organized around the year of data collection. A "school unit" record consists of information about a school as the result of source data captured from family interviews, a classroom teacher, or the school principal. The structure of this data file is different from others in that rather than being merged on a common key, the records are actually stacked one upon the other in groups. The first part of the file consists of family data, the middle portion consists of teacher data, and the final portion consists of principal data. A key variable to the construction of this dataset is the REC_SRC (record source) variable. It informs the user as to the source of the data in the record. The abbreviations are "fi," "ta," and "qp" for family interview, teacher questionnaire (Part A), and questionnaire for principals, respectively. The data viewed as the centerpiece of these datasets are the school climate survey variables and their associated factor scores.; Classroom Unit -- There are five classroom unit files organized around the year of data collection. The data recorded focus on the classroom and are from the following sources: classroom composition, assessment profile, a developmentally appropriate practice template, and a teacher questionnaire (part a). Some of the data available address the social skills the teacher views as important to his or her particular classroom. Variables addressing diversity of both gender and ethnicity within a single classroom are included when available.; Exit Interviews -- There are five Exit Interviews. Exit information was collected from the following groups: experimental and control families, family service specialists, school principals, and classroom teachers. These exit interviews were conducted upon exit from the third grade, and have been combined for both cohorts. ; Community Characteristics Data -- The community characteristics dataset is a hierarchical file having four distinct levels of data. The type of information available in this file may include data that describe the site, county, school district, or study school.; Users of these data are strongly encouraged to consult the accompanying documentation before attempting to use these files.

The Early Head Start Research and Evaluation (EHSRE) Study was conducted by Mathematica Policy Research (MPR) and included five major components: (1) an implementation study; (2) an impact evaluation, using an experimental design; (3) local research studies to learn about pathways to desired outcomes; (4) policy studies to respond to information needs in areas of emerging policy-relevant issues; and (5) continuous program improvement. The study involved 3,001 children and families in 17 sites representing a range of program models, racial/ethnic makeup, urban-rural location, program auspice, and program experience in serving infants and toddlers. Three phases comprise the collection: Birth to Three ("0-3"), Pre-Kindergarten ("PreK") Follow-up and the Elementary School ("G5") Follow-up. The Early Head Start findings are based on a mixture of direct child assessments, observations of children's behavior by in-person interviewers, ratings of videotaped parent-child interactions in standardized ways, ratings of children's behaviors by their parents, and parents' self-reports of their own behaviors, attitudes, and circumstances. Data in this collection were constructed by the Mathematica Policy Research (MPR) researchers for use in their analyses. Very few of the original source variables are present in this public-use file. Units of Response: Early Head Start children and families Type of Data: Evaluation Tribal Data: No Periodicity: Irregular Demographic Indicators: Ethnicity;Household Income;Household Size;Race SORN: https://www.federalregister.gov/documents/2018/02/14/2018-03014/privacy-act-of-1974-system-of-records Data Use Agreement: Unavailable Data Use Agreement Location: https://www.icpsr.umich.edu/web/ICPSR/studies/3804/datadocumentation Granularity: Household;Individual Spatial: United States Geocoding: Unavailable

Early Childhood Learning Services, Risks & Population Under 5, NM 2012 - 2015NEW MEXICO COMMUNITY DATA COLLABORATIVE (For online, child care referral services see: https://www.newmexicokids.org/parents-and-families/childcare-search/ccrnr/ )The map depicts child care facilities, pre-kindergarten and Head Start centers of varying types, and free or reduced priced meals in NM schools as points, Back ground colors depict FIT clients, child abuse rates, low-income population, children of foreign born and the number of children under 5 years of age in New Mexico census tracts.The layers can be toggled on and off, and details about each site will appear with a left click on the symbol or area on the map. Use controls or the mouse wheel to zoom in and out.*NEW MEXICO COMMUNITY DATA COLLABORATIVE*Master files of these datasets are available in MSExcel - Contact Thomas.Scharmen@state.nm.usSOURCES: Population and Demographics - 2006-2010 ACS; Child Care Centers - NM CYFD Early Learning Services DivisionHead Start Centers - Early Childhood Learning and Knowledge Center, Health and Human Services Dept Pre-K Centers - NM CYFD Early Learning Services Division, UNM Continuing EducationFIT Client Database - NM DOH Developmental Disabilities Supports DivisionChild Neglect and Abuse - NM CYFD Protective Services DivisionCOLLABORATORS: Will Athas, UNM & NM ELAC; MaryEllen Bearzi, NM CYFD-PSD; Albert Ericson, NMDOH-DDSD; Andrew Gingerich, NM ELAC; Steve Hendrix, NM CYFD-ELSD; Kilko Paz, UNM-NMKids; Tom Scharmen, NMDOH-PHD

Abstract (en): The Early Head Start-Child Care Partnerships (EHS-CCP) dataset contains data from two surveys conducted by Mathematica Policy Research as part of a study on Early Head Start-Child Care Partnerships. Mathematica conducted a survey of Early Head Start grantees and their delegate agencies, as well as a survey of selected child care partners of these agencies. The responses to the survey of grantees and their delegate agencies produced three of the datasets included in this collection. The first dataset, Partnership Grantee and Delegate Agency Director Survey, contains data from a survey of Early Head Start grantees and their delegate agencies. This dataset contains questions answered by the grantee or delegate agencies about themselves and contains one observation per grantee. Datasets two and three are also associated with the grantee and delegate agency survey. The second dataset, Grantee and Delegate Agencies Partner Characteristics, contains responses to the initial survey from the grantee or delegate regarding characteristics of all of their child care partners. This dataset was used to create a random sampling of approximately 20 percent of the child care partners for additional questions as well as a separate Child Care Partner survey, which were used to create both datasets three and four. Dataset three, Grantee and Delegate Agencies Randomly Sampled Partner Characteristics, contains responses from grantee and delegate agencies regarding the partners identified by the random sampling created from dataset two. The second survey conducted by Mathematica was of these selected child care partners, and dataset four, Child Care Partner Survey, is comprised of responses to questions asked of the child care partners about themselves. Demographic information contained in these datasets includes education level, degree field, length of occupation, and occupation. The Early Head Start-Child Care Partnership (EHS-CCP) initiative was developed to bring together Early Head Start and child care through the layering of funding to provide comprehensive and continuous services to low-income infants, toddlers, and their families. The purpose of the Study of Early Head Start-Child Care Partnerships conducted by Mathematica Policy Research was:

To assess the knowledge base and develop a theory of change model for understanding EHS-CC Partnerships;; To develop a theory of change model to articulate relations among key features, characteristics, and expected outcomes of partnerships;; To develop approaches to measuring partnerships for existing and new data collection efforts;; To design an evaluation of the new discretionary EHS-CCP grantees.; Mathematica Policy Research utilized two primary sources of data to create the EHS-CCP data files. The first is the Grantee and Delegate Agency Director Survey, which was sent to 250 grantee and 55 delegate agency directors between January and July 2016. The Grantee and Delegate Agency Director Survey consisted of seven main sections: basic information about the agency,; partnership development,; quality improvement activities,; services for children and families,; information about the child care partners,; partnership funding arrangements, and ; background and experience.; Additionally, in this survey, grantee and delegate agency directors were asked to provide the names and contact information for all of their child care partners, as well as some key characteristics about the partner centers. This identified 1,749 partners (998 child care partners and 761 family child care partners), and these data was compiled into a list, from which 470 partners were randomly selected to receive the Child Care Partner Survey. This Child Care Partner Survey consisted of seven main sections; basic information about the child care business, ; partnership development activities, ; partnership funding arrangements, ; quality improvement activities, ; services for children and families, ; partnership quality, and ; background experience.; ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed consistency checks.; Checked for undocum...

The National Survey of Early Care and Education (NSECE) documents the nation’s current utilization and availability of child care and early education (including school-age care) in order to deepen the understanding of the extent to which families’ needs and preferences coordinate well with providers’ offerings and constraints. The experiences of low-income families with young children are of special interest, as they are the focus of a significant component of early care and education/school-age (ECE/SA) public policy. The NSECE collects data through a set of integrated, nationally representative surveys including interviews in all 50 states and Washington, D.C.

Units of Response: Households, Early Care and Educaiton Provider, early childhood workforce

Type of Data: Survey

Tribal Data: Unavailable

Periodicity: Irregular

Demographic Indicators: Disability;Ethnicity;Household Income;Housing Status;Indigenous Population;Military;Race;Sex

SORN: https://www.federalregister.gov/documents/2015/04/02/2015-07440/privacy-act-of-1974-system-of-records-notice

Data Use Agreement: Yes

Data Use Agreement Location: https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/35519

Granularity: Childcare Providers;Classroom;Family;Household;Individual;Nation;Program;State

Spatial: United States

Geocoding: County;State

TitleErroneous Payments In Childcare Centers Study (EPICCS)URLThese data are not published elsewhere. The public webpage that provides information about the study is https://www.fns.usda.gov/research/cacfp/epiccs.Description of the experiment setting: location, influential climatic conditions, controlled conditions (e.g. temperature, light cycle)These data are from the Erroneous Payments In Childcare Centers Study (EPICCS) study and EPICCS Adjustment study. The study methods are summarized at https://www.fns.usda.gov/research/cacfp/epiccs.These studies examined payment errors and compliance with USDA meal pattern requirements for breakfast and lunch meals in a nationally representative sample of CACFP child care centers serving 2- to 5-year-old children in 2017. The studies included sponsored centers, independent centers, and Head Start centers. The studies did not include infant care centers, family day care homes, at-risk afterschool centers, outside school hours centers, adult care centers, or emergency and homeless shelters.Processing methods and equipment usedN/AStudy date(s) and durationEPICCS data were collected between March 2017 and March 2018. EPICCS Adjustment data were collected between April and June 2023 but are about 2017.Study spatial scale (size of replicates and spatial scale of study area)The intended study universe was CACFP child care centers serving 2- to 5-year-old children. The study data (for the study sample) are accurate. However, due to a weighting error, the national estimates are inaccurate. Please read our disclaimer about the accuracy of some of these data, and a summary of the study methods, at https://www.fns.usda.gov/research/cacfp/epiccs.Level of true replicationN/ASampling precision (within-replicate sampling or pseudoreplication)EPICCS used a multistage-clustered sample design as follows: (1) A representative sample of 25 States in the contiguous 48 States and the District of Columbia; (2) a representative sample of 450 childcare centers (and their sponsors) within Primary Sampling Units (PSUs); and (3) a random sample of 5,400 households (with children ages 2-5 years) enrolled in the sampled childcare centers who applied for free and reduced-price meals or were categorically eligible for free meals.Level of subsampling (number and repeat or within-replicate sampling)Study design (before–after, control–impacts, time series, before–after-control–impacts)Cross-sectionalDescription of any data manipulation, modeling, or statistical analysis undertakenThe EPICCS data were analyzed to produce sample-level descriptive statistics about sources of payment error, sources of noncompliance with USDA meal pattern requirements, and error rates. EPICCS Adjustment data (about the sampled centers’ meal counting methods) were used to re-analyze certification error (a source of payment error). Please read a summary of the study methods at https://www.fns.usda.gov/research/cacfp/epiccs.The sample-level data were weighted to produce national-level estimates, but due to a weighting error these estimates are inaccurate.To preserve the confidentiality of respondents, variables that could be used to identify sponsors, centers, or households were suppressed in the public-use files.Description of any gaps in the data or other limiting factorsPlease read our disclaimer about the accuracy of some of these data at https://www.fns.usda.gov/research/cacfp/epiccs.EPICCS was sampled on accurate criteria. However, the EPICCS and EPICCS Adjustment study final post-stratification weights were raked to inaccurate population parameters using FNS keydata. FNS keydata for CACFP child care centers include emergency shelters and at-risk afterschool programs in addition to child care centers (see the instructions of form FNS-44 https://www.fns.usda.gov/cacfp/fns-44). As a result, the population parameters that the weights were raked to were significantly different than the actual universe being analyzed in EPICCS. Because of the way CACFP data are reported, at-risk afterschool programs were all included in the population as “non-Head Start, not-for-profit outlets” leading to a severe over-weighting of these types of outlets (and children attending them) and under-weighting of Head Start and for-profit outlets. This is particularly notable because certification error is not a source of payment error in Head Start centers; children are categorically eligible for free meals, so FNS reimburses at the free rate without the need for Head Start centers to certify applications. As a result, the calculations using the incorrect weights very likely overestimated certification error and resulting payment errors. FNS chose not to publish these estimates in keeping with USDA scientific integrity guidelines. These weights are left in these data files for transparency.In the EPICCS Adjustment data, significant imputation of claiming methods was required due to non-response to the survey. More information is provided in the technical manual accompanying the data files.Outcome measurement methods and equipment usedData collection instruments included surveys of sampled sponsors and centers, meal observation booklets, abstraction of applications and meal counts, and household interviews.

In 2015, the Administration for Children and Families funded a new study - the Migrant and Seasonal Head Start Study (MSHS Study) - to focus on MSHS programs and the families they serve. The MSHS Study was designed to closely match the characteristics of the whole population of MSHS programs, centers, families, and children across the United States (a "nationally representative study"). Since the last nationally representative study of MSHS was conducted almost 20 years ago, this study provided an update on MSHS programs and centers, as well as the migrant and seasonal farmworker families they serve. The MSHS Study included data from programs and centers (collected from surveys of program and center directors), classrooms (collected through classroom observations and from surveys of teachers and assistant teachers), families (collected from interviews with parents), and children (collected from direct assessments, assessor ratings, and parent and teacher ratings of children). Although the study gathered a range of program, practice, and family information, a central theme of the data collection focused on language practice and the language skills and abilities of the children served. The study examined the following research questions: What are the characteristics of MSHS programs, centers, staff, families, and children? What services does MSHS provide, and what are the instructional practices and general classroom quality of MSHS classrooms? What are the associations between MSHS characteristics and child/family well-being? The MSHS Study methodology, sample, and measures were all developed (or selected) in collaboration with MSHS stakeholders and experts in MSHS programs and early childhood research. The study was conducted by Abt Associates and its partners - the Catholic University of America and Westat - under contract to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. This collection is organized into 18 data parts: 4 files with data from MSHS staff surveys, including surveys with program directors (DS2), center directors (DS4), teachers (DS7), and assistant teachers (DS8). All staff surveys collected information on the respondent's background and experience and then focused on questions relevant to each respondent. For example, the Program Director Survey collected information on issues such as enrollment, program policies, and approaches to hiring, communication, and supervision. The Center Director Survey focused on characteristics of the center, such as staffing, enrollment, family engagement, and instructional practices. The Teacher and Assistant Teacher Surveys gathered information on topics at the classroom level, such as classroom composition and language(s) of instruction, and also included the 12-item version of the Center for Epidemiologic Studies Depression Scale. 1 file with data from classroom observations (DS6), including items from the Classroom Assessment Scoring System (CLASS) Pre-K, Early Language and Literacy Classroom Observation-Dual Language Learners (ELLCO-DLL), and the MSHS Cultural Items and Language Use (CILU) Checklist. 5 direct child assessments, including height and weight measurements (DS10), the Leiter-3 Examiner Rating Scale (DS11), the Preschool Language Scales Fifth Edition (PLS-5) - English (DS12), the PLS-5 - Bilingual (DS13), and the Woodcock Mu?oz Language Survey (DS14). 1 file with data from the Ages and Stages Questionnaire (DS15) completed by teachers for infants and young children to assess children's nonverbal and verbal communication skills. 1 file for Teacher Report of Child (DS16), including data from children's language dominance and proficiency, questions about delays and disabilities, the MacArthur-Bates Communicative Development Inventory (CDI-English)/Inventario del Desarrollo de Habilidades Comunicativas (IDHC-Spanish), Early Childhood Longitudinal Study (ECLS)-Birth Cohort questions on counting in English and Spanish, and ECLS-Kindergarten Approaches to Learning. 1 file for Parent Report of Child (DS17), including data from the MacArthur-Bates CDI-English/IDHC-Spanish, Brief Infant-Toddler Social and Emotional Assessment, and the ECLS-B Socioemotional Scale. 1 file with data from the Parent Interview (DS18) that focused on characteristics of the household and focal child.

This administrative dataset provides descriptive information about the families and children served through the federal Child Care and Development Fund (CCDF). CCDF dollars are provided to states, territories, and tribes to provide assistance to low-income families receiving or in transition from temporary public assistance, to obtain quality child care so they can work, or depending on their state's policy, to attend training or receive education. The Personal Responsibility and Work Opportunity Act of 1996 requires states and territories to collect information on all family units receiving assistance through the CCDF and to submit monthly case-level data to the Office of Child Care. States are permitted to report case-level data for the entire population, or a sample of the population, under approved sampling guidelines.

The Summary Records file contains monthly state-level summary information including the number of families served. The Family Records file contains family-level data including single parent status of the head of household, monthly co-payment amount, date on which child care assistance began, reasons for care (e.g., employment, training/education, protective services, etc.), income used to determine eligibility, source of income, and the family size on which eligibility is based. The Child Records file contains child-level data including ethnicity, race, and date of birth. The Setting Records file contains information about the type of child care setting, the total amount paid to the provider, and the total number of hours of care received by the child. The Pooling Factor file provides state-level data on the percentage of child care funds that is provided through the CCDF, the federal Head Start region the grantee (state) is in and is monitored by, and the state FIPS code for the grantee.

Units of Response: United States and Territories, CCDF Family Recipients, CCDF Children Recipients

Type of Data: Administrative

Tribal Data: No

Periodicity: Annual

Demographic Indicators: Ethnicity;Household Income;Household Size;Race

SORN: Not Applicable

Data Use Agreement: Not Applicable

Data Use Agreement Location: https://www.icpsr.umich.edu/rpxlogin

Granularity: Family;Individual

Spatial: United States

Geocoding: Tribe

NOTE: The American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES) data and User Guide will be released in fall 2017. The Head Start Family and Child Experiences Survey (FACES) is a major source of information on Head Start programs and the children and families they serve. Since 1997, FACES has conducted studies in a nationally representative sample of Head Start programs, but has historically not included Region XI (programs operated by federally-recognized tribes), whose programs are designed to serve predominantly American Indian and Alaska Native (AI/AN) children and families. The American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES), the first national study of Region XI AI/AN Head Start children and families, is designed to fill this information gap. The design of AI/AN FACES has been informed by members of the AI/AN FACES Workgroup which includes tribal Head Start directors, researchers with expertise working with tribal communities, Mathematica Policy Research study staff, and federal officials from the Office of Head Start, Region XI, and the Office of Planning, Research and Evaluation. Building on FACES as the foundation, members of the AI/AN FACES Workgroup have shared insights and information on the kinds of information needed about children and families served by Region XI AI/AN Head Start programs (including children's development and school readiness, parent and family demographics, health, and program engagement, and teacher, classroom, and program characteristics). 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. Data collection with Region XI children, families, classrooms, and programs took place in the Fall of 2015 and the Spring of 2016. Twenty-one Region XI Head Start programs participated. Procedures for tribal review and approval in each of those 21 communities were followed. Information about this study has been shared broadly with tribal Head Start programs and tribal leaders via OHS tribal consultations, nationally-broadcast webinars, National Indian Head Start Directors' Association Board of Directors (NIHSDA) annual conferences, the 2016 ACF National Research Conference on Early Childhood, and the Secretary's Tribal Advisory Council (STAC) December 2014 and 2016 meetings.