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.
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 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...
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 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 provides a portrait of Head Start programs, including characteristics of programs and management staff, supports provided to staff at all levels, and program services.
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).
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.
User's manual for FACES 2009 data set.
User's manual for FACES 2006 Data Set.
This set of tables describes the developmental outcomes and family backgrounds for children who entered Head Start for the first time in fall 2009 and completed one or two years of the program before entering kindergarten.
This report describes the cognitive, social-emotional, and physical development of children who take part in the Head Start program.
This set of tables describes children who entered Head Start for the first time in fall 2009 and completed a year in the program in spring 2010, as well as their family backgrounds and the classrooms and programs that serve them.
This report provides insight into the demographics of Head Start children and families; children's cognitive, social-emotional, and physical development and health during a year in the program; and key attributes of Head Start classrooms and programs for children who entered Head Start for the first...
Using data from the Head Start Family and Child Experiences Survey (FACES), this report provides a portrait of children entering Head Start for the first time in fall 2009, as well as of their family backgrounds, and the classrooms and programs that serve them.
This summary highlights basic features of the FACES 2009 study design for those interested in learning more about the study or who have an interest in using the data for future analyses.
This brief profiles the second year in the program for 3-year-old Head Start children and families who were newly enrolled in fall 2006 and are still attending in spring 2008. These children begin their program experience scoring below norms across developmental areas.
This set of tables is designed to accompany a research brief which profiles the second year in the program for 3-year-old Head Start children and families who were newly enrolled in fall 2006 (ACF 2010b) and are still attending in spring 2008.
This set of tables is designed to accompany a research brief that 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 graduating from Head Start.
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.
Using data from FACES 2006, this report profiles the 3- and 4-year-old Head Start children and families newly enrolled in fall 2006 and still attending in spring 2007.
These tables provide statistics for all analyses in the research report.
The Head Start Family and Child Experiences Survey (FACES), a tool for measuring Head Start program performance at the national level, collects data on successive nationally representative cohorts of the children, their families, classrooms, and programs.
This set of tables is designed to accompany a research brief profiling the nationally representative sample of Head Start children and families newly enrolled in the program in fall 2006, their home environments, and the Head Start classroom environments they entered.