ACF OPRE: Secondary Analysis of Head Start Data

Grantees

Catherine C. Ayoub

Project Title:
Longitudinal Mechanisms of Early Head Start Program Impact: High Risk Parenting and Child Self Regulation and Language Development to Pre-Kindergarten

Project Funding Years:
2007-2009

Affiliation:
Massachusetts General Hospital
Department of Psychiatry

Abstract:
Massachusetts General Hospital will identify specific program characteristics and family/maternal risk factors that affect the variation in impacts of Early Head Start (EHS) on children's social-emotional and language development, and whether impacts are in part mediated through changes in maternal-child interaction. The National Early Head Start dataset (n=3,001) will be used to address longitudinal change questions and a local sample (n=146) will be used to address more in depth questions using the additional risk, program characteristics, and child outcomes variables. Results of the study are expected to inform EHS service design on how to best address the effects of family risks on children's language and social-emotional development.

Sample:
National Early Head Start dataset (n=3,001)
Vermont Sample (146 children and their families)

National Sample Measures:
Child Outcomes
MacArthur Communicative Development Inventory (CDI)
Peabody Picture Vocabulary Test-III (PPVT)
Bayley Behavior Rating Scale (BBRS)
Child Behavior Checklist (CBCL)

Parent/Maternal Risks
Center for Epidemiologic Studies-Depression scale (CES-D)
Parent Distress & Parent-Child Dysfunctional Interaction (PSI-Short)

Parent-Child Interaction
Maternal sensitivity
Maternal stimulation
Maternal intrusiveness

Robert Bradley

Project Title:
Second Looks: Examining the Impact of Early Head Start

Project Funding Years:
2007-2009

Affiliation:
University of Arkansas at Little Rock

Abstract:
The University of Arkansas at Little Rock will use data from the Early Head Start (EHS) National Evaluation Study to examine a variety of personal, familial, and contextual factors that may moderate program impacts on children. Specifically, the study will examine who benefits from early education, what factors help determine who benefits, and what mechanisms account for the impacts observed. Focus will also be on moderators of program impacts because they provide insights into the processes responsible for change. It is expected that results of the study will add to existing knowledge about the impacts of early education for infants and toddlers.

Sample:
EHSRE dataset

Measures:
Child Level
Bayley Mental Development Index (MDI)
Woodcock-Johnson- III
The Peabody Picture Vocabulary Test-III (PPVT-III)
Bayley Behavior Rating Scale
Leiter-Revised
Child Behavior Checklist-Aggressive
Behavior

top of page

Rebecca Bulotsky-Shearer, Xiaoli Wen, Jon Korfmacher

Project Title:
A Multidimensional Examination of Early Childhood Program Quality: Combining Classroom Process Quality and Parent Involvement to Understand Developmental and School Readiness Outcomes for Early Head Start and Head Start Children

Project Funding Years:
2007-2009

Affiliation:
Erikson Institute

Abstract:
Erikson Institute will investigate the relationship between classroom process quality and parent involvement in center-based Early Head Start and Head Start programs and their effect on children's development and school readiness. The sample will consist of datasets from the Early Head Start National Evaluation Study and the Head Start Family and Child Experiences Survey (FACES 1997 cohort). Five types of measures will be used: (a) classroom process quality, (b) parent involvement, (c) child outcomes, (d) demographic covariates, and (e) program characteristics. Results are expected to identify (a) dimensions of classroom process quality and parent involvement that contribute to children's social adjustment and academic achievement, and (b) national profiles of program quality associated with children's social adjustment and academic achievement.

Sample:
FACES 1997 cohort
Early Head Start National Evaluation Study

Measures:
Child Level
Bayley Mental Development Index (MDI)
MacArthur Communicative Developmental Inventories (CDI)
Woodcock-Johnson Letter-Word Identification
ECLS-K Reading subscale
Personal Maturity Scale
Social Skills Rating System
Howes Peer Play Scale
Woodcock-Johnson Applied Problems

Classroom Level
Arnett Caregiver Interaction Scale
Child-Caregiver Observation System
Student-Teacher Relationship Scale
Quality Indicator Rating Scale for Child Care
Assessment Profile for Early Childhood Programs: Research Edition II
Quality Indicator Rating Scale for child Care (EHSRQ)
Assessment Profile for Early Childhood Programs: Research Edition III
Parent-Caregiver Relationship Scare (PCRS)

Parent Level
Parent-Caregiver Relationship Scale

Program Level
Infant-Toddler Environment Rating Scale (ITERS-R)
Early Childhood Environment Rating Scale (ECERS)

top of page

Tamara G. Halle

Project Title:
The Influence of Head Start Services on Children's School Readiness

Project Funding Years:
2007-2009

Affiliation:
Child Trends, Inc.

Abstract:
Child Trends, Inc. will use data from the Head Start Family and Child Experiences Survey (FACES 1999 and 2000 data) to examine whether distinct profiles of school readiness occur within two nationally representative cohorts of Head Start children, and the manner in which Head Start services support children's school readiness and continued development over time. Specifically, the study will determine the degree of stability and change in developmental status over the Head Start year for 4-year-olds. In addition, the Head Start program characteristics and services, the child and family background characteristics and resources, and changes in developmental status over the course of the Head Start year will help to predict child outcomes. Results from the study are expected to help researchers, policy makers, and practitioners understand the types of services Head Start programs should invest in to bolster children's school readiness. It will also extend the current research by further examining school readiness and providing ways to identify children who may need more help to achieve academic goals.

Sample:
FACES 1999 and 2000 cohorts

Measures:
Child Level
Social Awareness Task
McCarthy Draw-A-Design
Woodcock-Johnson Applied Problems
Parent's Report of Child's Abilities
PPVT-III
Woodcock-Johnson Letter-Word Identification
Woodcock-Johnson Dictation
The Phonemic Analysis Task from the Test of Language Development, Third Version (TOLD-III)
ECLS-K Reading
Woodcock-Johnson Applied Problems
ECLS-K General Knowledge

Classroom Level
ECERS- global rating of classroom quality
Assessment Profile for Early Childhood Programs
Arnett Scale of Caregiver Behavior

Brenda Jones Harden

Project Title:
Promoting the development of African American male children: An examination of the benefits of the Early Head Start program

Funding Years:
2007-2008

Affiliation:
University of Maryland

Abstract:
The University of Maryland will use the Early Head Start (EHS) dataset to determine the effects of EHS programs on African American male children. Specifically, the study has three aims: (a) to examine whether there are differences in EHS impact on sub-groups of children defined by race and gender, (b) to identify particular child and family factors which may affect the likelihood of program impacts on African American male children, and (c) to examine which program characteristics potentially moderate the effect of EHS on African American male children. Overall, it is expected that the results from this study will add to the current literature regarding the benefits of early childhood programs for African American male children.

Sample:
Early Head Start dataset

Measures:
Child Level
Bayley Scales of Infant Development- Second Edition (BSID-II)
Woodcock Johnson Psychoeducational Battery-Revised (WJR)
Peabody Picture Vocabulary Test-Third Edition (PPVT-III)
Child Behavior Checklist

Parent Level
Parent Services Interview (PSI)
Home Observation Measurement of the Environment (HOME)
Adult-Adolescent Parenting Inventory (AAPI)
Parenting Stress Inventory-Short Form (PSI/SF)
Center for Epidemiologic Studies Depression (CESD)
Family Environment Scale
Family Resource Scale
Center for Epidemiologic Studies Depression (CESD) Scale

Program Level
Program type (center-based vs. home-based)
Receipt of 3-5 intervention and care

top of page

Spencer Li

Project Title:
Head Start Services, Parents' Social Capital, and Parent Involvement in Head Start Programs

Project Funding Years:
2007-2009

Affiliation:
Westat, Inc.

Abstract:
Westat will study the relationship between Head Start services and parent involvement. Specifically, the study will test how Head Start services and parents' social capital affect parent involvement in Head Start program activities and will examine the relationship between Head Start services and parents' social capital. Data collected from the 2000 cohort of the Head Start Family and Child Experiences Survey (FACES) will be utilized. The study will test three hypotheses: (a) parents are more likely to be involved in Head Start programs when they receive Head Start services that meet their specific needs; (b) parents are more likely to be involved in Head Start activities when they have higher social capital in the forms of family, friends, and community support; and (c) services to parents and families provided by current Head Start practices will have minimal effects on parents' social capital. Study results are intended to be generalizable to Head Start programs and families across the Nation.

Sample:
2000 FACES cohort

Measures:
Parents
Demographic and Psychological Characteristics
Experience with Head Start
Involvement in Head Start Activities
Barriers to Involvement
Social Capital

Community
Exposure to Violence in the Community or Home

Head Start Programs/Classrooms/Teachers
Program Characteristics
Services Provided to Parents and Families
Classroom Quality
Lead Teacher Background and Qualifications

Christine M. McWayne

Project Title:
An Integrated Variable- and Person-Oriented Investigation of School Readiness Among a Nationally Representative Sample of Head Start Children

Project Funding Years:
2008-2010

Affiliation:
New York University

Abstract:
New York University will use data from the Head Start Family and Child Experiences Survey (FACES 2000 dataset) to examine children's patterns of school readiness and potential moderators of readiness in relation to end of kindergarten outcomes. The use of both variable-oriented and person-oriented analyses will yield information on children who manifest specific patterns of pre-academic competencies. These analyses will also help target intervention or curricular strategies for subgroups of children that can inform both individual and systems level change. It is expected that results of the study will provide the empirical support for whole-child theoretical assertions, as well as evidence for insertion into key practice and policy discussions.

Sample
FACES 2000 dataset

Measures:
Child Level
Arne H Caregiver Interaction Scale
Early Childhood Environment Rating Scale-Revised

top of page

Alison L. Miller

Project Title:
Child-, Family-, and Classroom-Level Effects on School Readiness Trajectories

Project Funding Years:
2007-2009

University Affiliation:
University of Michigan School of Public Health
Department of Health Behavior and Health Education

Abstract:
The University of Michigan will use data from the Head Start Family and Child Experiences Survey (FACES) to examine whether and how child-, family-, and classroom-level characteristics may affect child school readiness trajectories. Specifically, the study will model growth in school readiness over time, and examine the role of risk and protective factors at each ecological level on these growth trajectories. The study will examine two sets of hypotheses: (1) that children's academic skills will increase from Head Start to first grade, and that initial level and rate of growth in skills will relate to child-, and family-, and classroom-level factors during the first year of Head Start such that children with more risk factors at each level will show lower initial levels and slower rates of growth, but that protective factors at each level will interact with risk factors to attenuate risk effects; and (2) that an increase in children's behavior problems over time will be associated with a decline in early academic skills, whereas increases in oral language and social skills will be associated with increases in early academic skills; and that family- and classroom-level protective factors will moderate these longitudinal associations. It is expected that results of the study will provide Head Start teachers and program administrators at the National and local levels with practical feedback about how to best individualize classroom practices and family outreach efforts in order to maximize growth and foster positive school readiness outcomes for Head Start children.

Sample:
FACES Data

Measures:
Child Level
FACES Behavior Problems Index (adapted from the Child Behavior Checklist and the Personal Maturity Scale)
Peabody Picture Vocabulary Test-III (PPVT-III)
Social Skills/Cooperative Classroom Behavior battery (based on the Social Skills Rating System and the Personal Maturity Scale)
Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R)

Family Level
Parent Interview
Neighborhood Violence Exposure measure
Center for Epidemiology Studies Depression Scale (CESD)
Family Support Scale (FSS)
Pearlin Mastery Scale
Parent Involvement measure

Teacher/Classroom Level
Teacher Interview
Early Childhood Environment Rating Scale (ECERS)
Assessment Profile
Arnett Caregiver Interaction Scale

Lori Roggman

Project Title:
Parents, Parenting, and Child Outcomes: What Works Best for Whom?

Funding Years:
2007-2009

Affiliation:
Early Intervention Research Institute
Utah State University

Abstract:
Utah State University will study parenting behavior over time and its relation to child outcomes and community service impacts. In addition to using the Early Head Start Research and Evaluation (EHSRE) Project dataset, EHSRE archived videotaped parent-child observations will be used to examine parenting behavior in relation to child development outcomes and program services.. Specifically, the project aims to answer the following research questions: (a) What dimensions of parenting typify groups of parents? (b) What changes occur over time in parenting? (c) Which groups of parents have children with more positive outcomes? (d)What are the predictors of parenting, between and within groups? (e) What program services are associated with parenting change? It is expected that the results of this study will reveal the types of parents likely to be in Early Head Start programs and help develop individualized services for families to increase program impacts on parenting behavior and child outcomes.

Sample:
Early Head Start Research and Evaluation Project (EHSRE)

Measures:
Child Level
Peabody Picture Vocabulary Test-III (PPVT) or
Test de Vocabulario en Imagenes Peabody (TVIP)
Bayley Scales of Infant Development- Mental Development Index (MDI)
Bayley Scales of Infant Development- Behavior Rating Scale of Orientation/Engagement
Bayley Scales of Infant Development- Behavior Rating Scale of Emotion Regulation
Achenbach long scale (CBCL)
Achenbach ASEBA scale (CBCL-A)

Parent Level
Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO)
Home Observation for the Measurement of the Environment (HOME)
Center for Epidemiological Studies Depression Scale (CES-D)
Parenting Stress Index Short Form (PSI/SF)
Family Environment Scale (FES)
Knowledge of Infant Development Index (KIDI)
The Parental Modernity Scale of Child-Rearing and Educational Beliefs (PMS)

top of page

Donna Spiker

Title:
Secondary Analysis of Head Start Data

Project Funding Years:
2007-2009

Affiliation:
SRI International

Abstract:
SRI International will examine the Head Start Family and Child Experiences Survey (FACES 2000 cohort) dataset to better understand four sub-groups of Head Start children who are at the highest risk for poor outcomes: (a) children with disabilities and other special needs, (b) children who are English Language Learners, (c) children with health concerns; and (d) children with cumulative environmental risk. Specifically, the proposed data analyses will provide new information on how program and family characteristics predict child outcomes within these subgroups. SRI will use data reduction and multivariate analysis not previously used with this dataset and a growth curve analytic approach to evaluate predictors of child outcomes. The average sample size for each sub-group will be at least 200 Head Start children. Results of the study are expected to aid in the improvement of services for children at the highest risk for poor development and readiness outcomes.

Sample:
FACES 2000 dataset (n=1,898)

Potential Measures:
General Cognitive Ability
Woodcock-Johnson Applied Problems Subtest (Early Math)
Woodcock-Munoz Applied Problems Subtest (Early Math)
Bear Counting Task
Color Naming Task
McCarthy Draw-a-Design Task
Peabody Picture Vocabulary Test
TVIP (Vocabulary)
Social Awareness Recall of self-information
ECLS-K General Knowledge
Child Observation Record (COR) 3 Creative Representation Items
Leiter-Revised Sustained Attention Task

Language and Literacy
Woodcock-Johnson Letter-Word Identification Subtest
Woodcock-Munoz Letter-Word Identification Subtest
Woodcock-Johnson Dictation Subtest (Early Writing Skills)
Woodcock-Munoz Dictation Subtest (Early Writing Skills)
Story and Print Concepts Task
Emerging Literacy Skills
Literacy Rating
TOLD-Primary-3 Phonemic Analysis
ECLS-K Routing and Second Stage Sections (Reading)

Self-Regulation and Behavior
Behavior Problems Scale: Aggressive Behavior
Child Behavior Problems: Aggressive Behavior
Behavior Problems Scale: Hyperactive Behavior
Child Behavior Problems: Hyperactive Behavior
Behavior Problems Scale: Withdrawn Behavior
Child Behavior Problems: Withdrawn Behavior

Social-Emotional Competence
Ratings of Social Competence during Child Assessment
Child Observation Record (COR) 3 Social Relationships Items
Cooperative Classroom Behavior/Social Skills Score
Social Skills and Positive Approach to Learning

Other
Child Observation Record (COR) 4 Music and Movement Items

Family and program variables from the dataset will also be used in multivariate analyses.

Table of Contents | Previous | Next