Head Start Family and Child Experiences Survey (FACES), United States, 2014-2017

The 2014 Head Start Family and Child Experiences Survey, or FACES 2014, is the sixth in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, and 2009. This release includes nationally representative samples of Head Start programs and centers, classrooms, children and their families through spring of 2017. Data from surveys of Head Start program and center directors, classroom teachers, and parents provided descriptive information about program policies and practices, classroom activities, and the background and experiences of Head Start staff and families. Classroom observations were used to assess the quality of Head Start classrooms. Children in the study participated in a direct assessment that provided a picture of their school readiness skills at different time points. FACES 2014 used a new study design that differs from earlier rounds of FACES in several important ways: (1) it included larger program and classroom samples, (2) all data were collected in a single program year, (3) the baseline sample of children included both children enrolled in their first and second year of Head Start, and (4) several special studies were conducted along with the main (Core) study to collect more detailed information about a given topic, to study new populations of Head Start programs and participants, and to evaluate measures for possible use in future rounds of FACES. For example, the Family Engagement Plus study collected information from parents and staff (teachers and family services staff) on family engagement efforts and service provision in Head Start programs. 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. The FACES study was designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. Some of the questions that are central to FACES include: 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? What are the experiences of families and children in the Head Start program? How have they changed? What are the cognitive and social skills of Head Start children at the beginning and end of the program year? Has Head Start program performance improved over time? What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start? 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? The User Guide provides detailed information about the FACES 2014 study design, execution, and data to inform and assist researchers who may be interested in using the data for future analyses. The following items are provided in the User Guide as appendices. Appendix A - Elements Of The FACES Design And Key Measures Used (And Child Outcomes Captured): FACES 1997 - FACES 2014 Appendix B - Copyright Permissions Appendix C - Instrument Content Matrices Appendix D - Instruments Appendix E - Spring 2015 Center/Program Codebook Appendix F - Spring 2015 Classroom/Teacher Codebook Appendix G - 2014-2015 Child Codebook Appendix H - Spring 2015 Family Engagement Family Service Staff Interview Codebook Appendix I - Spring 2015 Family Engagement Parent Interview Codebook Appendix J - Spring 2017 Center/Program Codebook Appendix K - Spring 2017 Classroom/Teacher Codebook Appendix L - Descriptions of Constructed/Derived Variables Appendix M - Synthetic Estimation for Child Growth Across Two Years

《2014年早期教育项目家庭与儿童经验调查》，简称 FACES 2014，是针对早期教育项目的一项全国性研究的第六次调查，其前五次分别于 1997 年、2000 年、2003 年、2006 年和 2009 年进行。本版数据涵盖了截至 2017 年春季的全国代表性样本，包括早期教育项目及中心、教室、儿童及其家庭。调查数据来源于对早期教育项目及中心管理者、教室教师和家长的调查，提供了关于项目政策与实践、教室活动以及早期教育项目工作人员和家庭的背景与经历的描述性信息。通过对教室的观察，评估了早期教育项目的教学质量。研究中的儿童参与了直接评估，以展示他们在不同时间点的入学准备技能。FACES 2014 采用了一种新的研究设计，与早期 FACES 调查相比，在几个重要方面有所不同：（1）纳入了更大规模的项目和教室样本，（2）所有数据都在单一项目年度内收集，（3）基线样本中的儿童包括在早期教育项目接受第一年和第二年教育的儿童，（4）与主要（核心）研究并行进行了几项特殊研究，以收集有关特定主题的更详细信息，研究新的早期教育项目人群，并评估可能在未来 FACES 轮次中使用的措施。例如，家庭参与加项目收集了家长和工作人员（教师和家庭服务工作人员）关于家庭参与努力和服务提供的信息。早期教育项目办公室、儿童和家庭事务管理局、其他联邦机构、地方项目以及公众都依赖于 FACES 提供的关于以下方面的有效和可靠的国家信息：（1）早期教育儿童的能力和技能，（2）早期教育儿童的能力和技能与全国幼儿的对比，（3）早期教育儿童对幼儿园的适应能力和后续表现，（4）儿童的家居和教室环境的特点。FACES 研究旨在使研究人员能够解答一系列对帮助项目管理人员和政策制定者至关重要的研究问题。FACES 核心问题包括：服务 Head Start 的儿童和家庭的群体人口统计学特征是什么？服务群体是如何变化的？家庭和儿童在 Head Start 项目中的经历如何？这些经历有何变化？Head Start 儿童在项目年度开始和结束时在认知和社会技能方面的表现如何？Head Start 项目的表现随时间是否有所提高？Head Start 教师在教育和经验方面的资质如何？Head Start 教师的平均教育水平是否在上升？观察到的 Head Start 教室作为早期学习环境的质量如何，包括教学和互动的水平与范围、学习、情感和教学支持以及教室组织？质量随时间是如何变化的？与观察到的教室质量相关的项目和教室层面的因素有哪些？观察到的质量如何与儿童的结果和发展进步相关？用户指南提供了关于 FACES 2014 研究设计、执行和数据的信息，以供可能希望使用这些数据进行分析的研究人员参考。用户指南作为附录提供了以下内容：附录 A - FACES 设计要素和关键指标（以及捕捉到的儿童结果）：FACES 1997 - FACES 2014；附录 B - 版权许可；附录 C - 工具内容矩阵；附录 D - 工具；附录 E - 2015 年春季中心/项目代码簿；附录 F - 2015 年春季教室/教师代码簿；附录 G - 2014-2015 年儿童代码簿；附录 H - 2015 年春季家庭参与家庭服务工作人员访谈代码簿；附录 I - 2015 年春季家庭参与家长访谈代码簿；附录 J - 2017 年春季中心/项目代码簿；附录 K - 2017 年春季教室/教师代码簿；附录 L - 构建和导出变量的描述；附录 M - 两年度儿童增长的合成估计。