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What is the observed quality of Head Start classrooms as early learning environments, including the level and range of teaching and interactions, provisions for learning, emotional and instructional support, and classroom organization? How has quality changed over time? What program- and classroom-level factors are related to observed classroom quality? How is observed quality related to children's outcomes and developmental gains?.

What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?.

Do the gains in cognitive and social skills that Head Start children achieve carry over into kindergarten? Do larger gains (or greater declines in problem behavior) translate into higher achievement at the end of kindergarten?.

What are the cognitive and social skills of Head Start children at the beginning and end of their first year in the program? Has Head Start program performance improved over time?.

What are the experiences of families and children in the Head Start program? How have they changed?.

What are the demographic characteristics of the population of children and families served by Head Start? How has the population served by Head Start changed?.

Some of the questions that are central to FACES include:

The FACES study is designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. FACES 2009 is the latest FACES cohort study and followed children from Head Start entry in fall 2009 through one or two years of program participation and to kindergarten.įor nearly a decade, the Office of Head Start, the Administration for Children and Families, other federal agencies, local programs, and the public have depended on FACES for valid and reliable national information on (1) the skills and abilities of Head Start children, (2) how Head Start children's skills and abilities compare with preschool children nationally, (3) Head Start children's readiness for and subsequent performance in kindergarten, and (4) the characteristics of the children's home and classroom environments.

FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served staff qualifications, credentials, and opinions Head Start classroom practices and quality measures and child and family outcomes. The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance.