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Head Start Family and Child Experiences Survey (FACES): 2009 Cohort [United States]

Version
v2
Resource Type
Dataset : observational data, survey data
Creator
  • United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation
Other Title
  • FACES 2009 (Alternative Title)
  • Version 2 (Subtitle)
Collective Title
  • Head Start Family and Child Experiences Survey (FACES) Series
Publication Date
2013-06-28
Publication Place
Ann Arbor, Michigan
Publisher
  • Inter-University Consortium for Political and Social Research
Funding Reference
  • United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation
Language
English
Free Keywords
Schema: ICPSR
child care; child development; child health; child nutrition; child rearing; children; curriculum; early childhood education; families; Head Start; parenting skills; parents; programs; school readiness
Description
  • Abstract

    The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. 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. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). 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. For 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. 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. 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 their first year in the program? Has Head Start program performance improved over time?; 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 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?; In response to recent trends and mandates, FACES 2009 expanded the information collected on families and children who speak a primary language other than English and the information collected on children who are homeless. Earlier cohorts of FACES gathered information on the languages spoken in the home and used for classroom instruction. Given the growth in the population of Hispanic/Latino preschoolers (Hernandez 2006), FACES 2009 placed additional emphasis on Dual Language Learners (DLLs). In addition, given the 2007 Head Start Act's focus on children and families who are homeless, FACES 2009 expanded coverage on the enrollment of such children, how the program ensures that they enroll in Head Start, and the special services available to such children and their families. FACES 2009 carefully balanced the need for consistent measurement of outcomes against the need for improvements in instrumentation and techniques. In some instances, new instruments were added to obtain more comprehensive information on Head Start children. For example, the Expressive One-Word Picture Vocabulary Test was added to assess children's expressive language, which is related to later reading achievement even more so than receptive language (National Early Literacy Panel 2008). A measure of phonemic awareness from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool wave was also added to assess children's knowledge of beginning and ending sounds in words. Further, FACES 2009 included a direct assessment of executive functioning-a pencil tapping task to examine children's inhibitory control, working memory, and attention-which has been shown to relate to young children's development in mathematics, vocabulary, and literacy (Blair and Razza 2007; Espy et al. 2004; McClelland et al. 2007). The User Guide provides detailed information about the FACES 2009 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 - Copyright statements; Appendix B - Instrument Content Matrices; Appendix C - Questionnaires; Appendix D - Center/Program Codebook; Appendix E - Classroom/Teacher Codebook; Appendix F - Child Codebook; Appendix G - Description of Constructed/Derived Variables;
  • Methods

    ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Performed consistency checks.; Checked for undocumented or out-of-range codes..
  • Methods

    Presence of Common Scales: Preschool Language Assessment Survey (preLAS): Simon Says and Art Show; Peabody Picture Vocabulary Test-Fourth Edition [PPVT-4]; Expressive One-Word Picture Vocabulary Test (EOWPVT or EOWPVT-Spanish-Bilingual Edition); Test de Vocabulario de Imagines Peabody (TVIP); Woodcock-Johnson III Tests of Achievement-Third Edition/Batería III Woodcock-Muñoz (Spelling, Letter-Word Identification, Applied Problems, Word Attack); ECLS-B Letter-Sounds; ECLS mathematics assessment; Pencil Tapping Task; Leiter International Performance Scale Revised (Leiter-R); Examiner Rating Scale; Personal Maturity Scale; Social Skills Rating System; Behavior Problems Index; ECLS-K Approaches to Learning; Preschool Learning Behavior Scale; Early Childhood Environment Rating Scale-Revised (ECERS-R); Classroom Assessment Scoring System (CLASS); short (12-item) form of the CES-D
  • Methods

    Response Rates: In the FACES 2009 study, there were high participation rates at each level and each time point of data collection. In fall 2009, 97 percent of the sampled programs participated in the study and parent consents were received for 94 percent of the children who were sampled. Cooperation rates for the child assessments, parent interviews, and teacher child reports ranged from 94 to 97 percent. Cooperation rates for spring 2010 ranged from 85 to 96 percent for the same instruments, and from 80 to 89 percent in spring 2011 and spring 2012 when one-half of the children were still attending Head Start and others had left the program were enrolled in kindergarten. Please consult the User Guide for more details.
  • Abstract

    Datasets:

    • DS0: Study-Level Files
    • DS1: Center/Program Data
    • DS2: Classroom/Teacher Data
    • DS3: Child Data
Temporal Coverage
  • Time period: 2009--2012
  • 2009 / 2012
  • Collection date: 2009
  • Collection date: 2010
  • Collection date: 2011
  • Collection date: 2012
Geographic Coverage
  • United States
Sampled Universe
The Head Start programs participating in the FACES 2009 Cohort were a probability sample selected from among 2,600 study-eligible programs on the 2007-2008 Head Start Program Information Report (PIR). To be eligible for the study, a program had to be in one of the 50 states or the District of Columbia, be providing services directly to children ages 3 to 5, and not be in imminent danger of losing its grantee status. Furthermore, programs under the Migrant and Seasonal Worker program or American Indian and Alaskan Native program were not eligible. Probability samples of centers were selected within each program, classrooms within each center, and children within each classroom. Teachers associated with selected classrooms were included in the study with certainty, as were parents associated with selected children. Smallest Geographic Unit: Census Region
Sampling
The sample is a multi-stage clustered sample, with the first three of four stages (programs, centers, classrooms) being selected with probability proportion to size. At the final stage, children were sampled with equal probability within classrooms. Sixty programs were selected, two centers per program, and up to three classrooms per center for a total of 486 classrooms. Within each classroom, children were sampled with the goal of obtaining 10 children with parental consent per classroom, for a total of 3,349 children. At each stage of sampling, FACES 2009 used implicit and explicit stratification and a sequential sampling technique based on a procedure developed by Chromy (1979).
Collection Mode
  • computer-assisted personal interview (CAPI)
  • computer-assisted telephone interview (CATI)
  • coded on-site observation
  • cognitive assessment test
  • face-to-face interview
  • mixed mode
  • paper and pencil interview (PAPI)
  • self-enumerated questionnaire
  • telephone interview
  • web-based survey
Note
2018-07-26 Public-use DDI files with question text were added to the collection.2017-05-16 An error was found and corrected in the Child Data file set that affected variable A2EOWPTS. Additionally, twenty variables pertaining to behavioral problems were removed from the data file. The associated documentation was updated to include these changes.2013-07-08 The FACES instrument matrix has been updated to include the 2009 cohort. The study description was added to the restricted documentation files. Funding institution(s): United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation (HHSP23320092900YC).
Availability
Delivery
One or more files in this study are not available for download due to special restrictions; consult the study documentation to learn more on how to obtain the data.
Alternative Identifiers
  • 34558 (Type: ICPSR Study Number)
Relations
  • Is previous version of
    DOI: 10.3886/ICPSR34558.v3
  • Is new version of
    DOI: 10.3886/ICPSR34558.v1
Publications
  • Bustamante, Andres S., Hindman, Annemarie H.. Construyendo en la fuerza: Approaches to learning and school readiness gains in Latino children served by Head Start. Early Childhood Research Quarterly.2019.
    • ID: 10.1016/j.ecresq.2018.06.003 (DOI)
  • Day Leong, Anne, Cosner Berzin, Stephanie, Hawkins, Summer Sherburne. Immigrant parent involvement in government funded early childhood education programming: An examination of FACES. Early Child Development and Care.2019.
    • ID: 10.1080/03004430.2018.1429426 (DOI)
  • Limlingan, Maria C., McWayne, Christine M., Sanders, Elizabeth A., Lopez, Michael L.. Classroom language contexts as predictors of Latinx preschool dual language learners' school readiness. American Educational Research Journal.2019.
    • ID: 10.3102/0002831219855694 (DOI)
  • Ansari, Arya, Purtell, Kelly M.. Absenteeism in Head Start and children's academic learning. Child Development.89, (4), 1088-1098.2018.
    • ID: 10.1111/cdev.12800 (DOI)
  • Ansari, Arya, Purtell, Kelly M.. Continuity and changes in classroom age composition and achievement in Head Start. Journal of Applied Developmental Psychology.58, 86-95.2018.
    • ID: 10.1016/j.appdev.2018.07.002 (DOI)
  • Ansari, Arya, Purtell, Kelly M.. School absenteeism through the transition to kindergarten. Journal of Education for Students Placed at Risk.23, (1-2), 24-38.2018.
    • ID: 10.1080/10824669.2018.1438202 (DOI)
  • Baker, Claire E.. Maternal depression and the development of executive function and behavior problems in Head Start: Indirect effects through parenting. Infant Mental Health Journal.39, (2), 134-144.2018.
    • ID: 10.1002/imhj.21698 (DOI)
  • Choi, Ji Young, Jeon, Shinyoung, Lippard, Christine N.. Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten. Early Childhood Research Quarterly.42, 66-78.2018.
    • ID: 10.1016/j.ecresq.2017.09.001 (DOI)
  • Choi, Ji Young, Rouse, Heather L. Cohen, Ryu, Dahyung. Academic development of Head Start children: Role of dual language learning status. Journal of Applied Developmental Psychology.56, 52-66.2018.
    • ID: 10.1016/j.appdev.2018.02.001 (DOI)
  • Franko, Meg, Hesbol, Kristina A., Zhang, Duan. Alignment of learning experiences from prekindergarten to kindergarten: Exploring group classifications using cluster analysis. Journal of Early Childhood Research.16, (3), 229-244.2018.
    • ID: 10.1177/1476718X18775761 (DOI)
  • Garcia, Elisa B.. The classroom language context and English and Spanish vocabulary development among dual language learners attending Head Start. Early Childhood Research Quarterly.42, 148-157.2018.
    • ID: 10.1016/j.ecresq.2017.09.005 (DOI)
  • Purtell, Kelly M., Ansari, Arya. Classroom age composition and preschoolers' school readiness: The implications of classroom quality and teacher qualifications. AERA Open.4, (1), 1-13.2018.
    • ID: 10.1177/2332858418758300 (DOI)
  • Rispoli, Kristin M., Clinton, Marianne, Hawley, Leslie R.. Family background and parent-school interactions in parent involvement for at-risk preschool children with disabilities. Journal of Special Education.52, (1), 39-49.2018.
    • ID: 10.1177/0022466918757199 (DOI)
  • Roubeni, Sonia. Proximal processes in the school readiness of Head Start children from immigrant families: Contributions of region of origin and the home learning environment. Dissertation, . 2018.
  • Santillán, Jimena, Khurana, Atika. Developmental associations between bilingual experience and inhibitory control trajectories in Head Start children. Developmental Science.21, (4), e126242018.
    • ID: 10.1111/desc.12624 (DOI)
  • Schlieber, Marisa, Han, Jisu. The sleeping patterns of Head Start children and the influence on developmental outcomes. Child: Care, Health and Development.44, (3), 462-469.2018.
    • ID: 10.1111/cch.12522 (DOI)
  • Stephens, Samuel A., Craig, Donna, Ferguson, Daniel. Head Start Family and Child Experiences Survey (FACES) Bibliography. Child Care & Early Education Research Connections, Bibliography. 2018.
  • Zhang, Bingbing. Water Consumption of Children in Head Start Classrooms. Dissertation, University of Central Florida. 2018.
    • ID: http://stars.library.ucf.edu/etd/5974/ (URL)
  • Aikens, Nikki, Klein, Ashley Kopack, Malone, Lizabeth M., Tarullo, Louisa B., West, Jerry. Head Start Children's Developmental Progress and Kindergarten Experiences. OPRE Report No. 2017-71.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2017.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/faces09_kindergarten_outcomes_and_experiences_082917_508_compliant.pdf (URL)
  • Han, Jisu, Gregory, Bradley, Schlieber, Marisa. Associations of home and classroom environments with Head Start children's code-related and oral language skills. Journal of Education for Students Placed at Risk.22, (4), 200-219.2017.
    • ID: 10.1080/10824669.2017.1347044 (DOI)
  • Juhasz, Audrey, Boyce, Lisa K.. Leveraging Home Languages to Promote Executive Functioning: An Examination of Influences and Outcomes. Department of Human Development and Family Studies.Logan, UT: Utah State University. 2017.
    • ID: https://www.researchconnections.org/childcare/manage/downloadFile/35603 (URL)
  • Malone, Lizabeth M., Aikens, Nikki, Harding, Jessica F., Klein, Ashley K., Tarullo, Louisa B., West, Jerry. Head Start Family and Classroom Supports for Kindergarten Achievement: FACES 2009. OPRE Report 2017-70.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2017.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/faces09_head_start_family_classroom_support_for_kindergarten_final.pdf (URL)
  • Meng, Christine. A cross-lagged analysis of teacher-child language interactions and receptive vocabulary of non-ELL and ELL children. Early Child Development and Care.1-13.2017.
    • ID: 10.1080/03004430.2017.1421180 (DOI)
  • Miller, Elizabeth B.. Spanish instruction in Head Start and dual language learners' academic achievement. Journal of Applied Developmental Psychology.52, 159-169.2017.
    • ID: 10.1016/j.appdev.2017.07.008 (DOI)
  • Moiduddin, Emily M., Aikens, Nikki, Klein, Ashley Kopack, Tarullo, Louisa B., West, Jerry. A Portrait of Head Start Programs: Findings from FACES 2009. OPRE Report 2017-72.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2017.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/faces09_year4rpt_head_start_programs_final_508_compliant.pdf (URL)
  • Rudasill, Kathleen Moritz, Buhs, Eric S., Hawley, Leslie R., LoCasale-Crouch, Jennifer. Child temperamental regulation and classroom quality in Head Start: Considering the role of cumulative economic risk. Journal of Educational Psychology.109, (1), 118-130.2017.
    • ID: 10.1037/edu0000123 (DOI)
  • United States Department of Health and Human Services, Office of Human Services Policy, United States Administration for Children and Families, Office of Planning, Research and Evaluation. Head Start Children and Families Experiencing Homelessness: Trends, Characteristics, and Program Services. Office of Human Services Policy.Washington, DC: U.S. Department of Health and Human Services. 2017.
    • ID: https://aspe.hhs.gov/system/files/pdf/258496/HeadStartHomelessFamilies.pdf (URL)
  • Walter, Melissa Clucas, Lippard, Christine N.. Head Start teachers across a decade: Beliefs, characteristics, and time spent on academics. Early Childhood Education Journal.45, (5), 2017.
    • ID: 10.1007/s10643-016-0804-z (DOI)
  • Aikens, Nikki, Bush, Charles, Gleason, Philip, Malone, Lizabeth M., Tarullo, Louisa B.. Tracking Quality in Head Start Classrooms: FACES 2006 to FACES 2014: Technical Report. OPRE Report 2016-95.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2016.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/faces_cross_cohort_analysis_technical_report_final_b508.pdf (URL)
  • Ansari, Arya, Gershoff, Elizabeth, Purtell, Kelly M.. Classroom age composition and the school readiness of 3- and 4-year-olds in the Head Start program. Psychological Science.27, (1), 53-63.2016.
    • ID: 10.1177/0956797615610882 (DOI)
  • Burchinal, Margaret, Auger, Anamarie, Cavadel, Elizabeth, Mashburn, Andrew J., Peisner-Feinberg, Ellen S., Tarullo, Louisa B., Tien, Hsiao-Chuan, Xue, Yange, Zaslow, Martha. Testing for quality thresholds and features in early care and education. Monographs of the Society for Research in Child Development.81, (2), 46-63.2016.
    • ID: 10.1111/mono.12238 (DOI)
  • Burchinal, Margaret, Forestieri, Nina, Peisner-Feinberg, Ellen S., Sabol, Terri J., Soliday-Hong, Sandra, Tarullo, Louisa B., Zaslow, Martha. Quality Rating and Improvement Systems: Secondary Data Analyses of Psychometric Properties of Scale Development. OPRE Report 2016-26.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2016.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/qris_secondary_analysis_report_for_publication_b508.pdf (URL)
  • Cook, Kyle Demeo, Coley, Rebekah Levine. Transitioning Across Systems: Head Start and Elementary School Coordination Efforts to Enhance Low-Income Children's Academic and Social Success in Kindergarten. Dissertation, Boston College. 2016.
  • Limlingan, Maria C.. More than Words: The Relations Between Teacher-Child Interactions, Classroom Context, and Latino DLLs' School Readiness. Dissertation, Tufts University. 2016.
  • Miller, Elizabeth B.. Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting. Early Childhood Research Quarterly.36, (3), 223-232.2016.
    • ID: 10.1016/j.ecresq.2016.01.003 (DOI)
  • Miller, Elizabeth B.. Spanish Instruction in Head Start and Dual Language Learners’ Achievement. Society for Research on Educational Effectiveness Spring 2016 Conference.Washington, DC: Society for Research on Educational Effectiveness. 2016.
    • ID: https://files.eric.ed.gov/fulltext/ED567119.pdf (URL)
  • Roberts, Amy, LoCasale-Crouch, Jennifer, Hamre, Bridget, DeCoster, Jamie. Exploring teachers' depressive symptoms, interaction quality, and children's social-emotional development in Head Start. Early Education and Development.27, (5), 642-654.2016.
    • ID: 10.1080/10409289.2016.1127088 (DOI)
  • Xue, Yange, Auger, Anamarie, Burchinal, Margaret, Cavadel, Elizabeth, Mashburn, Andrew J., Peisner-Feinberg, Ellen S., Tarullo, Louisa B., Tien, Hsiao-Chuan, Zaslow, Martha. Testing for dosage-outcome associations in early care and education. Monographs of the Society for Research in Child Development.81, (2), 64-74.2016.
    • ID: 10.1111/mono.12239 (DOI)
  • Youn, Min-Jong. One year or two?: The impact of Head Start enrollment duration on academic achievement. KEDI Journal of Educational Policy.13, (1), 85-112.2016.
    • ID: https://www.researchconnections.org/childcare/resources/32224 (URL)
  • Youn, Min-Jong. The effects of Head Start duration on the behavioral competence of socially disadvantaged children. Journal of Community Psychology.44, (8), 980-996.2016.
    • ID: 10.1002/jcop.21822 (DOI)
  • Zinsser, Katherine M., Christensen, Claire G., Torres, Luz. She's supporting them; who's supporting her?: Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology.59, 55-66.2016.
    • ID: 10.1016/j.jsp.2016.09.001 (DOI)
  • Dow, Emily A.A.. The Relationship between Social-Emotional Development, Academic Achievement and Parenting Practices in Young Children who Attend Head Start. Dissertation, City University of New York. 2015.
  • Caronongan, Pia, Moiduddin, Emily M., Vogel, Cheri, West, Jerry. Children in Early Head Start and Head Start: A Profile of Early Leavers. Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2014.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/bfaces_faces_stayers_leavers_brief_cleared_8_21_14_1.pdf (URL)
  • Zinsser, Katherine M., Curby, Timothy W.. Understanding preschool teachers' emotional support as a function of center climate. SAGE Open.4, (4), 1-9.2014.
    • ID: 10.1177/2158244014560728 (DOI)
  • Aikens, Nikki, Klein, Ashley Kopack, Tarullo, Louisa B., West, Jerry. Getting Ready for Kindergarten: Children's Progress During Head Start: FACES 2009 Report. OPRE Report 2013-21a.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2013.
    • ID: www.acf.hhs.gov/sites/default/files/opre/faces_2009_child_outcomes_brief_final.pdf (URL)
  • FACES Research Team. Head Start Family and Child Experiences Survey: Center Director Interview (FACES 2009): Fall 2009. instruments. 2013.
  • FACES Research Team. Head Start Family and Child Experiences Survey: Education Coordinator Interview (FACES 2009): Fall 2009. instruments. 2013.
  • FACES Research Team. Head Start Family and Child Experiences Survey: Head Start and Kindergarten Parent Interview (FACES 2009): Fall 2009-Spring 2012. instruments. 2013.
  • FACES Research Team. Head Start Family and Child Experiences Survey: Head Start and Kindergarten Parent Interview: Spanish Version (FACES 2009): Fall 2009-Spring 2012. instruments. 2013.
  • FACES Research Team. Head Start Family and Child Experiences Survey: Program Director Interview (FACES 2009): Fall 2009. instruments. 2013.
  • FACES Research Team. Head Start Family and Child Experiences Survey: Teacher Interview (FACES 2009): Fall 2009-Spring 2011. instruments. 2013.
  • FACES Research Team. Head Start Family and Child Experiences Survey: Teacher's Child Report Form (FACES 2009): Fall 2009-Spring 2011. instruments. 2013.
  • FACES Research Team. Kindergarten Followup to the Head Start Family and Child Experiences Survey: Kindergarten Teacher Survey (FACES 2009): Spring 2011/12. instruments. 2013.
  • FACES Research Team. Kindergarten Followup to the Head Start Family and Child Experiences Survey: Teacher's Child Report Form (FACES 2009): Spring 2011/12. instruments. 2013.
  • Aikens, Nikki, Moiduddin, Emily M., Tarullo, Louisa B., West, Jerry, Xue, Yange. Data Tables for Child Outcomes and Classroom Quality in FACES 2009 Report. OPRE Report 2012-37b.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2012.
    • ID: www.acf.hhs.gov/sites/default/files/opre/data_tables_for_child_outcomes_and_classroom_quality_in_faces_2009.pdf (URL)
  • Moiduddin, Emily M., Aikens, Nikki, Tarullo, Louisa B., West, Jerry, Xue, Yange. Child Outcomes and Classroom Quality in FACES 2009. OPRE Report 2012-37a.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2012.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/faces_2009.pdf (URL)
  • Moiduddin, Emily M., Aikens, Nikki, Tarullo, Louisa B., West, Jerry, Xue, Yange. Child outcomes and classroom quality in FACES 2009 [Executive summary]. OPRE Report 2012-37a.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2012.
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  • Aikens, Nikki, Hulsey, Lara, Kopack, Ashley, Moiduddin, Emily M., Takyi-Laryea, Amy, Tarullo, Louisa B., West, Jerry. Data Tables for FACES 2009 Head Start Children, Families, and Programs: Present and Past Data from FACES Report. OPRE Report 2011-33b.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2011.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/present_past_tables.pdf (URL)
  • Hulsey, Lara, Aikens, Nikki, Kopack, Ashley, Moiduddin, Emily M., Tarullo, Louisa B., West, Jerry. Head Start Children, Families, and Programs: Present and Past Data from FACES. OPRE Report 2011-33a.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2011.
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  • West, Jerry, Aikens, Nikki, Carlson, Barbara Lepidus, Malone, Lizabeth M., Tarullo, Louisa B.. FACES 2009 Study Design. OPRE Report 2011-9.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2011.
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Update Metadata: 2019-09-04 | Issue Number: 6 | Registration Date: 2017-05-15

United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation (2013): Head Start Family and Child Experiences Survey (FACES): 2009 Cohort [United States]. Version 2. Head Start Family and Child Experiences Survey (FACES) Series. Version: v2. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/ICPSR34558.v2