The typical American picture of a family with 2.5 kids might not be as relevant as it once was: In 2023, there was an average of 1.94 children under 18 per family in the United States. This is a decrease from 2.33 children under 18 per family in 1960.

Familial structure in the United States

If there’s one thing the United States is known for, it’s diversity. Whether this is diversity in ethnicity, culture, or family structure, there is something for everyone in the U.S. Two-parent households in the U.S. are declining, and the number of families with no children are increasing. The number of families with children has stayed more or less constant since 2000.

Adoptions in the U.S.

Families in the U.S. don’t necessarily consist of parents and their own biological children. In 2021, around 35,940 children were adopted by married couples, and 13,307 children were adopted by single women.

The average American family in 2023 consisted of 3.15 persons. Families in the United States According to the U.S. Census Bureau, a family is a group of two people or more (one of whom is the householder) related by birth, marriage, or adoption and residing together; all such people (including related subfamily members) are considered as members of one family. As of 2023, the U.S. Census Bureau counted about 84.33 million families in the United States. The average family consisted of 3.15 persons in 2021, down from 3.7 in the 1960s. This is reflected in the decrease of children in family households overall. In 1970, about 56 percent of all family households had children under the age of 18 living in the household. This percentage declined to about 40 percent in 2020. The average size of a family household varies greatly from state to state. The largest average families can be found in Utah, California, and Hawaii, while the smallest families can be found in Wisconsin, Vermont and Maine.

Graph and download economic data for Total Families with Children under 18 Years Old with Married Couple (FMLWCUMC) from 1950 to 2024 about 18 years +, married, family, child, household survey, and USA.

United States US: Fertility Rate: Total: Births per Woman data was reported at 1.800 Ratio in 2016. This records a decrease from the previous number of 1.843 Ratio for 2015. United States US: Fertility Rate: Total: Births per Woman data is updated yearly, averaging 2.002 Ratio from Dec 1960 (Median) to 2016, with 57 observations. The data reached an all-time high of 3.654 Ratio in 1960 and a record low of 1.738 Ratio in 1976. United States US: Fertility Rate: Total: Births per Woman data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Health Statistics. Total fertility rate represents the number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates of the specified year.; ; (1) United Nations Population Division. World Population Prospects: 2017 Revision. (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.; Weighted average; Relevance to gender indicator: it can indicate the status of women within households and a woman’s decision about the number and spacing of children.

Around *** million families in the United States had three or more children under 18 living in the household in 2023. In that same year, about ***** million households had no children under 18 living in the household.

The data on relationship to householder were derived from answers to Question 2 in the 2015 American Community Survey (ACS), which was asked of all people in housing units. The question on relationship is essential for classifying the population information on families and other groups. Information about changes in the composition of the American family, from the number of people living alone to the number of children living with only one parent, is essential for planning and carrying out a number of federal programs.

The responses to this question were used to determine the relationships of all persons to the householder, as well as household type (married couple family, nonfamily, etc.). From responses to this question, we were able to determine numbers of related children, own children, unmarried partner households, and multi-generational households. We calculated average household and family size. When relationship was not reported, it was imputed using the age difference between the householder and the person, sex, and marital status.

Household – A household includes all the people who occupy a housing unit. (People not living in households are classified as living in group quarters.) A housing unit is a house, an apartment, a mobile home, a group of rooms, or a single room that is occupied (or if vacant, is intended for occupancy) as separate living quarters. Separate living quarters are those in which the occupants live separately from any other people in the building and which have direct access from the outside of the building or through a common hall. The occupants may be a single family, one person living alone, two or more families living together, or any other group of related or unrelated people who share living arrangements.

Average Household Size – A measure obtained by dividing the number of people in households by the number of households. In cases where people in households are cross-classified by race or Hispanic origin, people in the household are classified by the race or Hispanic origin of the householder rather than the race or Hispanic origin of each individual.

Average household size is rounded to the nearest hundredth.

Comparability – The relationship categories for the most part can be compared to previous ACS years and to similar data collected in the decennial census, CPS, and SIPP. With the change in 2008 from “In-law” to the two categories of “Parent-in-law” and “Son-in-law or daughter-in-law,” caution should be exercised when comparing data on in-laws from previous years. “In-law” encompassed any type of in-law such as sister-in-law. Combining “Parent-in-law” and “son-in-law or daughter-in-law” does not represent all “in-laws” in 2008.

The same can be said of comparing the three categories of “biological” “step,” and “adopted” child in 2008 to “Child” in previous years. Before 2008, respondents may have considered anyone under 18 as “child” and chosen that category. The ACS includes “foster child” as a category. However, the 2010 Census did not contain this category, and “foster children” were included in the “Other nonrelative” category. Therefore, comparison of “foster child” cannot be made to the 2010 Census. Beginning in 2013, the “spouse” category includes same-sex spouses.

Families of tax filers; Census families with children by age of children and children by age groups (final T1 Family File; T1FF).

The 1960 Growth of American Families survey was the second in a series of two surveys that measured women's attitudes on various topics relating to fertility and family planning for 3,256 currently married White women aged 18-44 living in private households, previously married White women aged 23-44, who were married and living with their husband in 1960, and currently married non-White women aged 18-39, living with their husband. Main topics in the survey included residence history, marital history, education, employment and income, parent's characteristics, religiosity, siblings, attitude towards contraception, past use of contraceptives, fertility history, fecundity, attitudes and opinions on childbearing and rearing, desired family size, fertility intentions, and fertility expectations. Respondent's were asked to give detailed information pertaining to their residence history dating back to their birth. They were also asked if they ever lived on a farm. Respondents were also queried on their marital history, specifically, when their marriage(s) took place, ended, and how they ended. Respondents were asked to report their level of education, if they ever attended a school or college that belonged to a church or a religious group, and if so, what specific church or religious group. Respondents were also queried about their employment and income. Specifically, they were asked to report their own and their husband's occupation and industry. They were also queried on whether they worked between their pregnancies and if the work was part-time or full-time. They were asked to state their total family income and their husband's earnings. Characteristics of the respondent's parents were also asked for including nationality, occupation while respondent was growing up, and religious preference. Respondent's religiosity was also explored with questions about religious activities in their daily lives, as well as her own and her husband's religious preferences. Respondents were asked if they had attended Sunday school as a child and if their children currently attended Sunday school. Respondents were asked how many brothers and sisters they had while growing up as well as their attitude on the number of siblings in their household. Their attitude toward contraception was measured with questions that asked if it would be okay if couples did something to limit the number of pregnancies they had or to control the time when they get pregnant. They were also asked if they approved of couples using the rhythm method to keep from getting pregnant. They were also queried on what specific types of contraception they had used in the past and between pregnancies. Furthermore, they were asked if they ever used methods together. Fecundity was also explored with questions about whether they or their husband had had treatments or an operation that made them sterile. Respondents were also asked what they thought was the ideal number of children for the average American family. Desired family size was queried in a number of other ways including the number of children the respondent and her husband wanted before marriage, how many children the respondent wanted a year after the first child was born, and how many children the respondent expected in all.

The graph illustrates the number of babies born in the United States from 1995 to 2025. The x-axis represents the years, labeled from '95 to '25, while the y-axis shows the annual number of births. Over this 30-year period, birth numbers peaked at 4,316,233 in 2007 and reached a low of 3,596,017 in 2023. The data reveals relatively stable birth rates from 1995 to 2010, with slight fluctuations, followed by a gradual decline starting around 2017. The information is presented in a line graph format, effectively highlighting the long-term downward trend in U.S. birth numbers over the specified timeframe.

Although the American Community Survey (ACS) produces population, demographic and housing unit estimates, the decennial census is the official source of population totals for April 1st of each decennial year. In between censuses, the Census Bureau's Population Estimates Program produces and disseminates the official estimates of the population for the nation, states, counties, cities, and towns and estimates of housing units and the group quarters population for states and counties..Information about the American Community Survey (ACS) can be found on the ACS website. Supporting documentation including code lists, subject definitions, data accuracy, and statistical testing, and a full list of ACS tables and table shells (without estimates) can be found on the Technical Documentation section of the ACS website.Sample size and data quality measures (including coverage rates, allocation rates, and response rates) can be found on the American Community Survey website in the Methodology section..Source: U.S. Census Bureau, 2023 American Community Survey 1-Year Estimates.ACS data generally reflect the geographic boundaries of legal and statistical areas as of January 1 of the estimate year. For more information, see Geography Boundaries by Year..Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. The value shown here is the 90 percent margin of error. The margin of error can be interpreted roughly as providing a 90 percent probability that the interval defined by the estimate minus the margin of error and the estimate plus the margin of error (the lower and upper confidence bounds) contains the true value. In addition to sampling variability, the ACS estimates are subject to nonsampling error (for a discussion of nonsampling variability, see ACS Technical Documentation). The effect of nonsampling error is not represented in these tables..Users must consider potential differences in geographic boundaries, questionnaire content or coding, or other methodological issues when comparing ACS data from different years. Statistically significant differences shown in ACS Comparison Profiles, or in data users' own analysis, may be the result of these differences and thus might not necessarily reflect changes to the social, economic, housing, or demographic characteristics being compared. For more information, see Comparing ACS Data..Estimates of urban and rural populations, housing units, and characteristics reflect boundaries of urban areas defined based on 2020 Census data. As a result, data for urban and rural areas from the ACS do not necessarily reflect the results of ongoing urbanization..Explanation of Symbols:- The estimate could not be computed because there were an insufficient number of sample observations. For a ratio of medians estimate, one or both of the median estimates falls in the lowest interval or highest interval of an open-ended distribution. For a 5-year median estimate, the margin of error associated with a median was larger than the median itself.N The estimate or margin of error cannot be displayed because there were an insufficient number of sample cases in the selected geographic area. (X) The estimate or margin of error is not applicable or not available.median- The median falls in the lowest interval of an open-ended distribution (for example "2,500-")median+ The median falls in the highest interval of an open-ended distribution (for example "250,000+").** The margin of error could not be computed because there were an insufficient number of sample observations.*** The margin of error could not be computed because the median falls in the lowest interval or highest interval of an open-ended distribution.***** A margin of error is not appropriate because the corresponding estimate is controlled to an independent population or housing estimate. Effectively, the corresponding estimate has no sampling error and the margin of error may be treated as zero.

Peru PE: Fertility Rate: Total: Births per Woman data was reported at 2.400 Ratio in 2016. This records a decrease from the previous number of 2.429 Ratio for 2015. Peru PE: Fertility Rate: Total: Births per Woman data is updated yearly, averaging 4.037 Ratio from Dec 1960 (Median) to 2016, with 57 observations. The data reached an all-time high of 6.971 Ratio in 1960 and a record low of 2.400 Ratio in 2016. Peru PE: Fertility Rate: Total: Births per Woman data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Peru – Table PE.World Bank.WDI: Health Statistics. Total fertility rate represents the number of children that would be born to a woman if she were to live to the end of her childbearing years and bear children in accordance with age-specific fertility rates of the specified year.; ; (1) United Nations Population Division. World Population Prospects: 2017 Revision. (2) Census reports and other statistical publications from national statistical offices, (3) Eurostat: Demographic Statistics, (4) United Nations Statistical Division. Population and Vital Statistics Reprot (various years), (5) U.S. Census Bureau: International Database, and (6) Secretariat of the Pacific Community: Statistics and Demography Programme.; Weighted average; Relevance to gender indicator: it can indicate the status of women within households and a woman’s decision about the number and spacing of children.

Families of tax filers; Single-earner and dual-earner census families by number of children (final T1 Family File; T1FF).

"Enrollment counts are based on the October 31 Audited Register for the 2017-18 to 2019-20 school years. To account for the delay in the start of the school year, enrollment counts are based on the November 13 Audited Register for 2020-21 and the November 12 Audited Register for 2021-22. * Please note that October 31 (and November 12-13) enrollment is not audited for charter schools or Pre-K Early Education Centers (NYCEECs). Charter schools are required to submit enrollment as of BEDS Day, the first Wednesday in October, to the New York State Department of Education." Enrollment counts in the Demographic Snapshot will likely exceed operational enrollment counts due to the fact that long-term absence (LTA) students are excluded for funding purposes. Data on students with disabilities, English Language Learners, students' povery status, and students' Economic Need Value are as of the June 30 for each school year except in 2021-22. Data on SWDs, ELLs, Poverty, and ENI in the 2021-22 school year are as of March 7, 2022. 3-K and Pre-K enrollment totals include students in both full-day and half-day programs. Four-year-old students enrolled in Family Childcare Centers are categorized as 3K students for the purposes of this report. All schools listed are as of the 2021-22 school year. Schools closed before 2021-22 are not included in the school level tab but are included in the data for citywide, borough, and district. Programs and Pre-K NYC Early Education Centers (NYCEECs) are not included on the school-level tab. Due to missing demographic information in rare cases at the time of the enrollment snapshot, demographic categories do not always add up to citywide totals. Students with disabilities are defined as any child receiving an Individualized Education Program (IEP) as of the end of the school year (or March 7 for 2021-22). NYC DOE "Poverty" counts are based on the number of students with families who have qualified for free or reduced price lunch, or are eligible for Human Resources Administration (HRA) benefits. In previous years, the poverty indicator also included students enrolled in a Universal Meal School (USM), where all students automatically qualified, with the exception of middle schools, D75 schools and Pre-K centers. In 2017-18, all students in NYC schools became eligible for free lunch. In order to better reflect free and reduced price lunch status, the poverty indicator does not include student USM status, and retroactively applies this rule to previous years. "The school’s Economic Need Index is the average of its students’ Economic Need Values. The Economic Need Index (ENI) estimates the percentage of students facing economic hardship. The 2014-15 school year is the first year we provide ENI estimates. The metric is calculated as follows: * The student’s Economic Need Value is 1.0 if: o The student is eligible for public assistance from the NYC Human Resources Administration (HRA); o The student lived in temporary housing in the past four years; or o The student is in high school, has a home language other than English, and entered the NYC DOE for the first time within the last four years. * Otherwise, the student’s Economic Need Value is based on the percentage of families (with school-age children) in the student’s census tract whose income is below the poverty level, as estimated by the American Community Survey 5-Year estimate (2020 ACS estimates were used in calculations for 2021-22 ENI). The student’s Economic Need Value equals this percentage divided by 100. Due to differences in the timing of when student demographic, address and census data were pulled, ENI values may vary, slightly, from the ENI values reported in the School Quality Reports. In previous years, student census tract data was based on students’ addresses at the time of ENI calculation. Beginning in 2018-19, census tract data is based on students’ addresses as of the Audited Register date of the g

Note: For information on data collection, confidentiality protection, nonsampling error, subject definitions, and guidance on using the data, access the 2020 Census Supplemental Demographic and Housing Characteristics File (S-DHC) Technical Documentation..To protect respondent confidentiality, data have undergone disclosure avoidance methods which add statistical "noise" - small, random additions or subtractions - to the data so that no one can reliably link the published data to a specific person or household. As a result, data users may observe implausible and improbable data within this product and compared with other 2020 Census data products. For more information, access the 2020 Census Supplemental Demographic and Housing Characteristics File (S-DHC) Technical Documentation..The degree of uncertainty introduced by statistical noise and post-processing is represented through a 90 percent credible interval (CI). The CI does not account for the truncation of large households (maximum of 10 persons per household or 6 children under 18 years). The CI can be interpreted as providing 90 percent probability that the truncated value is between the lower and upper end points. The enumerated value can be larger than the 90% CI high value given household truncation. For information on the impact of truncation, refer to the 2020 Census Supplemental Demographic and Housing Characteristics File (S-DHC) Technical Documentation.."Families" consist of a householder and one or more other people related to the householder by birth, marriage, or adoption..Source: U.S. Census Bureau, 2020 Census Supplemental Demographic and Housing Characteristics File (S-DHC)

VITAL SIGNS INDICATOR
Poverty (EQ5)

FULL MEASURE NAME
The share of the population living in households that earn less than 200 percent of the federal poverty limit

LAST UPDATED
January 2023

DESCRIPTION
Poverty refers to the share of the population living in households that earn less than 200 percent of the federal poverty limit, which varies based on the number of individuals in a given household. It reflects the number of individuals who are economically struggling due to low household income levels.

DATA SOURCE
U.S Census Bureau: Decennial Census - http://www.nhgis.org
1980-2000

U.S. Census Bureau: American Community Survey - https://data.census.gov/
2007-2021
Form C17002

CONTACT INFORMATION
vitalsigns.info@mtc.ca.gov

METHODOLOGY NOTES (across all datasets for this indicator)
The U.S. Census Bureau defines a national poverty level (or household income) that varies by household size, number of children in a household, and age of householder. The national poverty level does not vary geographically even though cost of living is different across the United States. For the Bay Area, where cost of living is high and incomes are correspondingly high, an appropriate poverty level is 200% of poverty or twice the national poverty level, consistent with what was used for past equity work at MTC and ABAG. For comparison, however, both the national and 200% poverty levels are presented.

For Vital Signs, the poverty rate is defined as the number of people (including children) living below twice the poverty level divided by the number of people for whom poverty status is determined. The household income definitions for poverty change each year to reflect inflation. The official poverty definition uses money income before taxes and does not include capital gains or non-cash benefits (such as public housing, Medicaid and food stamps).

For the national poverty level definitions by year, see: US Census Bureau Poverty Thresholds - https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-poverty-thresholds.html.

For an explanation on how the Census Bureau measures poverty, see: How the Census Bureau Measures Poverty - https://www.census.gov/topics/income-poverty/poverty/guidance/poverty-measures.html.

American Community Survey (ACS) 1-year data is used for larger geographies – Bay counties and most metropolitan area counties – while smaller geographies rely upon 5-year rolling average data due to their smaller sample sizes. Note that 2020 data uses the 5-year estimates because the ACS did not collect 1-year data for 2020.

To be consistent across metropolitan areas, the poverty definition for non-Bay Area metros is twice the national poverty level. Data were not adjusted for varying income and cost of living levels across the metropolitan areas.

Summary

The State of Early Education and Care in Boston: Supply, Demand, Affordability, and Quality, is the first in what is planned as a recurrent landscape survey of early childhood, preschool and childcare programs in every neighborhood of Boston. It focuses on potential supply, demand and gaps in child-care seats (availability, quality and affordability). This report’s estimates set a baseline understanding to help focus and track investments and policy changes for early childhood in the city.

This publication is a culmination of efforts by a diverse data committee representing providers, parents, funding agencies, policymakers, advocates, and researchers. The report includes data from several sources, such as American Community Survey, Massachusetts Department of Early Education and Care, Massachusetts Department of Elementary & Secondary Education, Boston Public Health Commission, City of Boston, among others. For detailed information on methodology, findings and recommendations, please access the full report here

The first dataset contains all Census data used in the publication. Data is presented by neighborhoods:

• Population 0 – 5 years;
• Population 0 – 2 years;
• Population 3 – 5 years;
• Race/ethnicity for children 0 – 4 years (White, non-Hispanic; Black; Asian; Hispanic/Latinx);
• Family type (married couples, female householder, male householder);
• Poverty status;
• Family median income in the past 12 months;
• Average cost of care as a percentage of median family income (infant, preschool);
• Share of families that cannot afford care (infant, preschool)

The Boston Planning & Development Agency Research Division analyzed 2013-2017 American Community Survey data to estimate numbers by ZIP-Code. The Boston Opportunity Agenda combined that data by the approximate neighborhoods and estimated cost of care and affordability.

Additional notes:

• Record Type: Each record represents a ZIP-Code defined neighborhood. See list below for detailed information on Boston ZIP-Codes used to create each one of the 15 neighborhoods.
• Data Quality: Numbers presented here came from 2013-2017 American Community Survey data. Therefore, these are ESTIMATES and have margin of errors. The smaller the geographical unit, the greater the margin of error. The Boston Planning & Development Agency analyzed the data to estimate numbers by ZIP-Code.
• Race/Ethnicity: Non-White Hispanics may be double counted due to data limitations.
• Cost of Care: The average cost of care as a percentage of median family income was computed assuming the annual average cost of infant care was $19,877 and the average cost of preschool care was $ 13,771 (Childcare Aware of America, 2019). For each neighborhood we estimated the impact of child care (infant and preschool) on its median annual family income.
• Affordability: The Department of Health and Human Services (DHHS) sets a standard regarding the affordability of child care, where the annual cost of child care should not exceed 10 percent of household annual income. Using this 10% threshold, we estimated that to afford market rate infant care, a family’s annual income would have to be at least $198,770. The census income bracket closest to this income was a family income of $150,000– 199,999. To afford preschool care, a family's annual income should be at least $137,710. Thus, the census income bracket that encompass this income is $125,000 - 149,999. For both infant and preschool care, we underestimated the number of families that can afford care.

In 2021, the birth rate in the United States was highest in families that had under 10,000 U.S. dollars in income per year, at 62.75 births per 1,000 women. As the income scale increases, the birth rate decreases, with families making 200,000 U.S. dollars or more per year having the second-lowest birth rate, at 47.57 births per 1,000 women. Income and the birth rate Income and high birth rates are strongly linked, not just in the United States, but around the world. Women in lower income brackets tend to have higher birth rates across the board. There are many factors at play in birth rates, such as the education level of the mother, ethnicity of the mother, and even where someone lives. The fertility rate in the United States The fertility rate in the United States has declined in recent years, and it seems that more and more women are waiting longer to begin having children. Studies have shown that the average age of the mother at the birth of their first child in the United States was 27.4 years old, although this figure varies for different ethnic origins.

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