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CHILD CARE QUALITY: STRUCTURAL AND PROCEDURAL QUALITY
HEAD START FAMILY AND CHILD EXPERIENCES SURVEY

Measure: Early Childhood Environment Rating Scale-Revised (ECERS-R)

Source

The Head Start Family and Child Experiences Survey (FACES) evaluation is sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families. The project team for FACES 1997 included Westat (prime contractor), Abt Associates, Ellsworth Associates, and the CDM group. The project team for FACES 2000 included Westat (prime contractor), Xtria (formerly Ellsworth Associates), and the CDM group. The project team for FACES 2003 included Westat (prime contractor), Xtria, and the CDM group.

Classroom observations for the FACES 1997 cohort were collected using the original version of the ECERS instrument (Harms and Clifford, 1980), FACES 2000 used the revised version of the ECERS (ECERS-R). FACES 2003 will also use the ECERS-R. The revised version of the ECERS provides improvements to the items and represents an improvement on the standardization of the observational methods. In addition, the ECERS-R is easier to train and gain inter-rater reliability. The ECERS-R was adapted from Harms, T., Clifford, R. M., & Cryer, D., Early Childhood Environment Rating Scale-Revised (ECERS-R; New York: Teachers College Press, © 1998).

In addition to FACES, this measure was used by the following EDCP evaluations and surveys: National Head Start Impact Study (Spring 2003 Classroom Observation), National Child Care Staffing Study, Early Head Start Evaluation and Tracking Pre-K.

Population Assessed

Each cohort of FACES employs a nationally representative sample of Head Start programs, centers, classrooms, children, and parents. Each sample is stratified by three variables: region of the country (northeast, Midwest, south, or west); urbanicity (urban versus rural); and percentage of minority families in the program (50 percent or more versus less than 50 percent). Data collection methods included child assessments, parent interviews, teacher reports, staff interviews, and classroom observations. Since its inception, FACES has involved an initial field-test sample and three nationally representative cohorts: FACES 1997, FACES 2000, and FACES 2003.

FACES 1997 field test. FACES was field tested in spring 1997 with 2,400 3-, 4-, and 5-year-olds and their parents in a nationally stratified random sample of 40 Head Start programs. These children were followed up in spring 1998 when the children were in kindergarten.

FACES 1997. Data from the initial cohort for the main study of FACES 1997 was first collected in fall 1997 on 3,200 children and families from the same 40 Head Start programs employed in the field test. Data were collected on 1,200 3-year-olds new to Head Start; 1,280 4- and 5-year-olds new to Head Start; and 720 4- and 5-year-olds who were in the field-test study and returning for another year of Head Start. Data on these children were also collected in spring 1998 (spring of the Head Start year), spring 1999 (spring of the kindergarten year or spring of the Head Start year for those who were 3 years old in fall 1997), spring 2000 (spring of the first-grade year or spring of kindergarten for those who were 3 years old in fall 1997), and spring 2001 (spring of the first-grade year for those who were 3 years old in fall 1997).

FACES 1997 also included a validation substudy or embedded case study of 120 randomly selected families from the larger FACES sample. (NB. The embedded case study was not a part of FACES 2000 or FACES 2003). Data collection included in-person parent interviews, home and neighborhood observations, monthly telephone contacts for demographic updates, and community agency interviews regarding the amount and overall nature of collaboration between the agency and the Head Start program.

FACES 2000. A new national cohort of FACES was launched in fall 2000 (FACES 2000). Beginning in fall 2000, data from 2,800 children and families in a new nationally stratified random sample of 43 Head Start programs were collected to ascertain what progress was made in improving program performance. Data were collected in fall 2000, spring 2001, spring 2002 (when children were in kindergarten or in a second year of Head Start), and spring 2003 (when the children who were 3 years old in fall 2000 were in kindergarten).

FACES 2003. Data on a third national cohort (FACES 2003) were collected in fall 2003. Data from 2,700 children and families in a new nationally stratified random sample of 66 programs were collected in fall 2003 and will be collected in spring 2004, spring 2005 (when children are in kindergarten or in a second year of Head Start), and spring 2006 (when the children who were 3 years old in fall 2000 are in kindergarten).

Each cohort of FACES has approximately equal numbers of girls and boys and representative samples of white, African American, Hispanic, and children of other races (see exhibits 1 and 2).

Exhibit 1. Original Faces Sample (FACES 1997)

	Weighted Percentages
	All (n=3, 120)	Age 3 (n=1, 129)	Age 4 (n=1, 991)
Gender
Male	50.4	48.7	51.2
Female	49.6	51.4	48.8
Race/Ethnicity
African American	28.8	34.7	26.1
White	30.7	29.0	31.4
Hispanic/Latino	27.6	22.5	30.0
Native American	1.9	2.3	1.7
Asian/Pacific Islander	1.3	1.3	1.3
Other	8.8	8.7	8.6

Exhibit 2. FACES 2000 Sample

	African American		White		Hispanic		Other		Total
	N	%	N	%	N	%	N	%	N	%
Male	343	13.8	471	19.0	363	14.6	65	2.6	1242	50.1
Female	383	15.4	415	16.7	371	14.9	68	2.7	1237	49.9
Total	726	29.3	886	35.7	734	29.6	133	5.4	2479	100

Periodicity

In the initial field test for FACES, classroom observation data were collected in spring 1997.

Classroom observation data from the initial cohort for the main study of FACES 1997 were first collected in fall 1997 and spring 1998 (spring of the Head Start year). Classroom observation data were also collected in spring 1999 for children who were still in Head Start (i.e., those who were 3 years old in fall 1997).

For FACES 2000, classroom observation data were collected in fall 2000 and spring 2001. Classroom observation data were also collected in spring 2002 for children who were still in Head Start (i.e., those who were 3 years old in fall 2000).

For the FACES 2003 cohort, classroom observation data were collected in fall 2003 and will be collected in spring 2004. Classroom observation data will also be collected in spring 2005 for children who were still in Head Start (i.e., those who were 3 years old in fall 2003).

Subscales/Components

The ECERS-R measures a wide variety of quality related processes in the classroom and parent facilities. Seven subscales were derived from the ECERS-R for use in analyses of FACES classroom quality. Each pertained to different elements of classroom quality.

1. Personal care routines measured using six items: greeting/departing, meals/snacks, nap/rest, toileting/diapering, health practices, and safety practices
2. Furnishings measured using four items: indoor space; furniture for routine care, play, and learning; furniture for relaxation and comfort; and room arrangement for play
3. Language skills measured using four items: books and pictures, encouraging children to communicate, using language to develop reasoning skills, and informal use of language
4. Motor skills measured using four items: space for gross-motor play, gross-motor equipment, fine-motor activities, and supervision of gross-motor activities
5. Creativity measured using six items: child-related display, art, music/movement, blocks, sand/water, and dramatic play
6. Social skills measured using four items: supervision, other-than-gross-motor activity, discipline, staff-child interactions, and interactions among children.
7. Program structure measured using four items: space for privacy, schedule, free play, and group time.

For FACES, five items were not used in any of the subscales (nature/science; math/numbers; use of TV, video, and/or computers; promoting acceptance of diversity; and provisions for children with disabilities).

Procedures for Administration

The ECERS-R is completed during an in-depth observation of the classroom. The ECERS-R consists of 37 items each of which is rated on a 7-point scale with 4 anchors (1 = inadequate; 3 = minimal; 5 = good; 7 = excellent). For FACES, only 32 of the 37 items were included in the subscales. Overall quality ratings are determined by averaging scores across items and higher scores indicate higher classroom quality.

Psychometrics/Data Quality

For the FACES 2000 cohort, internal consistency of the ECERS-R mean score for all combined items was 0.92 for fall 2000 and 0.92 for spring 2001. Cronbach’s alpha for the seven subscales in fall 2000 and spring 2001 was as follows:

	Fall 2000	Spring 2001
Personal Care	.73	.70
Furnishings	.52	.60
Language	.77	.76
Motor Skills	.67	.64
Creative	.60	.71
Social	.86	.91
Program Structure	.60	.69

Agreement between two independent observers in a sample of fall 1997 classrooms averaged 86 percent across all subscales (including direct hits and being off by one on a seven-point scale).

Languages Available

The ECERS-R is available in English, French, German, Norwegian, and Spanish.

Items Included

The ECERS-R is copyrighted and was reproduced for FACES by permission of the scale developers. The subscales of the profile are not reproduced in full in this document, but sample items from two subscales are given. The ECERS-R can be purchased from the study developers by contacting Teachers College Press (full contact information is listed in the references and source documents section).

Example of Space and Furnishings Item:

	Inadequate 1	2	Minimal 1	4	Good 5	6	Excellent 7
Indoor Space	Insufficient space for children, adults, and furnishings (yes/no)		Sufficient indoor space for children, adults, and furnishings (yes/no)		Ample indoor space that allows children and adults to move freely (yes/no)		Natural light can be controlled (e.g., adjustable blinds or curtains)(yes/no)

Example of Personal Care Item:

	Inadequate 1	2	Minimal 1	4	Good 5	6	Excellent 7
Greeting /departings	Greeting of children is often neglected (yes/no)		Most children greeted warmly (yes/no)		Each child is greeted individually (yes/no)		When they arrive, children are helped to become involved in activities, if needed (yes/no)

References and Source Documents

Harms, T., & Clifford, R. (1980). Early childhood environment rating scale. New York: Teachers College Press.

Harms, T., Clifford, R.M., & Cryer, D. (1998). Early childhood environment rating scale—Revised. New York: Teachers College Press.

Harms, T., & Clifford, R. M. (1998). Early childhood environment rating scale—Revised. M. Baillargeon, & H. Larouche (Translators), Echelle d’ evaluation de l’environment prescolaire. Canada: Presses De L’Universite Du Quebec.

Harms, T., & Clifford, R. M. (2001). Early childhood environment rating scale. In W. Tietze, K. M. Schuster, K. Grenner & H. G. Rossbach (Translators), Kindergarten-skala, revidierte fassung (KES-R). Berlin, Germany: Luchterhand.

Harms, T., & Clifford, R. M. (2002). Early childhood environment rating scale—Revised. In R. J. Pettersen (Translator), Early childhood environment rating scale. Oslo, Norway: SEBU Forlag.

Harms, T., Clifford, R. M., & Cryer, D. (2002). Early childhood environment rating scale—Revised. C. Dueñas (Translator), Escala de calificación del ambiente de la infancia temprana—Edición revisada. New York: Teachers College Press.

More information about the ECERS-R is available on the Frank Porter Graham, University of North Carolina Web site at http://www.fpg.unc.edu/~ecers/.

Ordering information for the ECERS-R

Teachers College Press
1234 Amsterdam Ave.
New York, NY 10027
212-678-3929
1-800-575-6566

A number of FACES reports are available on the U.S. Department of Health and Human Services Web site: http://www.acf.hhs.gov/programs/opre/hs/faces/index.html

The reports include the following:

U.S. Department of Health and Human Services. (2003, June). Head Start FACES (2000): A whole child perspective on program performance, fourth progress report. Washington, DC: Author.

U.S. Department of Health and Human Services. (2002, January). A descriptive study of Head Start families: FACES technical report I. Washington, DC: Author.

U.S. Department of Health and Human Services. (2001, January). Head Start FACES: Reaching out to families: Head Start recruitment and enrollment practices. Washington, DC: Author.

U.S. Department of Health and Human Services. (2001, January). Head Start FACES (1997): Longitudinal findings on program performance, third progress report. Washington, DC: Author.

U.S. Department of Health and Human Services. (2000, June). FACES findings: New research on Head Start program quality and outcomes. Washington, DC: Author.

U.S. Department of Health and Human Services. (1998, June). Head Start FACES (Pilot): Program performance measures, second progress report. Washington, DC: Author.

Information about FACES presentations and papers is available at http://www.acf.hhs.gov/programs/opre/hs/faces/index.html

More information about the FACES validation substudy is available in the following paper: Vaden-Kiernan, M., D’Elio, M. A., & Sprague, K. (n.d.). The FACES embedded case study: Documenting the methodology and early findings. Washington, DC: U.S. Department of Health and Human Services. Available at http://www.acf.hhs.gov/programs/opre/hs/faces/pres_papers/embedded_casestdy/embedded.pdf

 

 

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