The Early Care and Education Leadership Study (ExCELS) featured a descriptive study that formed the foundation for developing a new leadership measure in center-based early care and education settings. This guide provides information on the administration and scoring of the ExCELS measure.
The ExCELS descriptive study analyzed data from 110 early care and education (ECE) centers that received funding from Head Start, the Child Care and Development Fund, or both and varied in number of children enrolled. The data supported psychometric analyses to create a new ECE leadership measure.
The Early Care and Education Leadership Study (ExCELS) featured a descriptive study that formed the foundation for developing a new leadership measure in center-based early care and education settings. This user’s guide provides information on the ExCELS descriptive study restricted-use data files.
The purpose of the literature review was to understand what is known about what leadership looks like in center-based early care and education settings and how it functions to improve center quality and, in turn, children’s experiences and outcomes.
This snapshot brief presents the Early Care and Education Leadership Study (ExCELS) theory of change to show what center-based early care and education (ECE) leadership looks like as well as the influences on—and of—ECE leadership.
The Early Care and Education Leadership Study (ExCELS) featured a descriptive study that was the basis for developing a new measure of leadership in center-based early care and education settings.
The American Indian and Alaska Native Head Start Family and Child Experiences Survey (AIAN FACES) 2015 was the first national study of children served by Region XI Head Start programs, which are those operated by federally recognized AIAN tribes.
The Head Start Family and Child Experiences Survey (FACES) provides national information about Head Start programs and participants. This report includes information on the FACES 2019 study design and presents key findings from the study’s spring 2020 data collection.
This research brief uses nationally representative data from the Head Start Family and Child Experiences Survey (FACES 2019) to understand how Head Start programs interact with other systems that support early care and education.
This research brief uses nationally representative data from FACES 2014 and 2019 to examine whether two teacher-reported scales of children’s (1) approaches to learning and (2) literacy skills have strong measurement properties and validly measure early learning skills in a nonbiased way.
This research brief uses nationally representative data from the Head Start Family and Child Experiences Survey (FACES 2019) to understand why Head Start families choose their child’s Head Start program, what their experiences are like in their program, and if they plan to return next year.
The Head Start Family and Child Experiences Survey (FACES) provides national information about Head Start programs and participants. This report includes information on the FACES 2019 study design and presents tables describing Head Start programs, centers, and classrooms in spring 2020.
The purpose of this brief is to explore the role of social support and economic condition in the well-being of Region XI Head Start children and families.
The purpose of this brief is to explore whether the updated direct cognitive assessments in FACES 2019 and AIAN FACES 2019 provide fair estimates of children’s skills and knowledge in the domains being measured.
The purpose of the ExCELS compendium is to describe measures of leadership relevant to ECE settings. Further, the compendium identifies what information exists and what information is needed to better understand leadership and its influence in ECE settings.
This brief describes strategies that children’s Head Start centers used, early in the COVID-19 pandemic, to support families. It explores whether children’s centers provided supports that corresponded with families’ needs and how the services and referrals provided to children and families changed.
Tables in this report describe children enrolled in Region XI Head Start programs in spring 2020; their families’ backgrounds and home environments; the characteristics of their classrooms, centers, and programs; and their programs’ and centers’ responses to the COVID-19 pandemic. It also describes study...
The AIAN FACES 2021-22 data collection will examine child, family, and staff well-being in light of the COVID-19 pandemic in the fall of 2021 and spring of 2022.
This report on the American Indian and Alaska Native Head Start Family and Child Experiences Survey 2019 discusses study methodology, sample, and analytic methods. Tables in this report describe children in Region XI Head Start programs in fall 2019, their family backgrounds and home environments.
This research brief uses nationally representative data from the Head Start Family and Child Experiences Survey (FACES 2019) to understand the prevalence of material hardships, financial strain, and social supports among parents with children in Head Start.
This report includes information on the Head Start Family and Child Experiences Survey 2019 (FACES 2019) study design.
This brief describes the gains children made across a year of Head Start for children returning for their second year of Head Start and children entering their first year, using nationally representative data from the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014).
This literature review explores what is known about what leadership looks like within center-based early care and education settings and how it functions to improve center quality and, in turn, children’s experiences and outcomes.
The purpose of this report is to share the Native Culture and Language in the Classroom Observation (NCLCO), which is a measure that records the types of cultural materials that surround children in Region XI Head Start classrooms.
This Journal of Applied Developmental Psychology article summarizes a study that uses a resiliency framework to provide a national portrait of low-income Black and Hispanic/Latino boys served by Head Start.
This research brief describes the professional development experiences of Head Start staff (program directors, center directors, teachers, and other staff), using nationally representative data from the spring 2017 round of the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014).
Appendix tables to accompany a research brief on the professional development experiences of Head Start staff (program directors, center directors, teachers, and other staff), using nationally representative data from the spring 2017 round of the Head Start Family and Child Experiences Survey 2014-2018...
Early care and education (ECE) teachers shape children's daily experiences in many ways. Specifically, teachers’ well‐being, attitudes about child development, and teaching practices are central influences on children's learning.
This report includes key information on the Head Start Family and Child Experiences Survey 2014–2018 (FACES 2014) study design.
This research brief describes the developmental progress of Region XI Head Start children as they complete a program year (from fall 2015 to spring 2016), using recent data from the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2015).
This research brief describes the characteristics of Head Start programs, leaders, and teachers that prior research shows are related to classroom quality, using recent data from the Head Start Family and Child Experiences Survey (FACES 2014).
This research brief describes the family background and developmental progress of Head Start children as they complete a program year (from fall 2014 to spring 2015), using recent data from the Head Start Family and Child Experiences Survey (FACES 2014).
This brief summarizes findings from the implementation of the first design, which used existing data to create a national picture of the AI/AN population of young children and their families, and their access to and participation in early childhood services using the 2010–2014 American Community Survey.
This report (1) provides information about the AIAN FACES 2015 study, including the background, design, methodology, measures, and analytic methods, and (2) reports detailed descriptive statistics in a series of tables on children, their families, and their classrooms, centers, and programs.
Little is known about performance for most child assessment measures when administered to AI/AN children.
This research brief describes the characteristics, well-being, and development of children and families at the beginning of the Head Start program year.
This report presents descriptive statistics for the characteristics of classrooms, teachers, centers, and programs serving Head Start children and families in spring 2015.
This brief provides a nationally representative description of dual language learner (DLL) children in Head Start (that is, children who have a primary home language other than English), their families, and their homes at the beginning of the program year.
This brief provides a nationally representative description of dual language learner (DLL) children in Head Start (that is, children who have a primary home language other than English), their families, and their homes at the beginning of the program year.
The preliminary data in this report describe parents’ and staffs’ perspectives on the family engagement activities and service provision in Head Start programs.
This report presents descriptive statistics on the demographic backgrounds and developmental outcomes of children enrolled in Head Start in fall 2014 who were still enrolled in spring 2015.
This report presents descriptive statistics on the demographic backgrounds and developmental outcomes of children enrolled in Head Start in fall 2014.
This report focuses on describing aspects of Head Start children’s family and classroom environments that may support children’s kindergarten achievement, drawing on data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009).
This brief focuses on Head Start children’s developmental progress and kindergarten experiences, drawing on data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009).
This report describes work in support of an early childhood needs assessment for American Indian and Alaska Native (AI/AN) children prenatal to age five. The report uses existing data to describe the population of AI/AN children and families and their participation in early childhood services.
In this report, we highlight findings from cross-cohort analyses of data from the Head Start Family and Child Experiences Survey (FACES 2006, 2009, and 2014.
This report examines data from three successive cohorts of the Head Start Family and Child Experiences Survey (2006, 2009, and 2014) for trends in observed classroom quality and some teacher characteristics.
This report presents three study design topics for an early childhood needs assessment of American Indian and Alaska Native children and families. It also documents the process, involving a community of learning providing a range of perspectives, to develop the designs’ key features.
User's manual for FACES 2009 data set.
User's manual for FACES 2006 Data Set.
The Quality of Caregiver-Child Interactions for Infants and Toddlers (Q-CCIIT) observation tool was developed to measure the quality of child care settings serving infants and toddlers, including center-based care and family child care homes, single-age classrooms, and mixed-age settings.
The Quality of Caregiver-Child Interactions for Infants and Toddlers (Q-CCIIT) observation tool was developed to measure the quality of child care settings serving infants and toddlers, including center-based care and family child care homes, single-age classrooms, and mixed-age settings.
Quality Rating and Improvement Systems (QRIS) provide a summary quality rating for early care and education settings. This paper presents findings from an in-depth study that examined the specification of quality standards and implementation of the rating process in five QRIS.
This report describes the group of children who first entered Head Start in fall 2006 either as a 3- or 4- year old, completed one or two years in the program, and attended kindergarten the year after completing Head Start.
This report contains resources to help researchers and policymakers review measures used in NCEE evaluations of educational interventions.