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The Head Start Family and Child Experiences Survey (FACES) is a major source of information on Head Start programs and the children and families they serve. Since 1997, FACES has conducted studies in a nationally representative sample of Head Start programs, but has historically not included Region XI (programs operated by federally-recognized tribes), whose programs are designed to serve predominantly American Indian and Alaska Native (AI/AN) children and families. The American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015), the first national study of Region XI AI/AN Head Start children and families, is designed to fill this information gap.

The design of AI/AN FACES 2015 has been informed by members of the AI/AN FACES 2015 Workgroup which includes tribal Head Start directors, researchers with expertise working with tribal communities, Mathematica Policy Research study staff, and federal officials from the Office of Head Start, Region XI, and the Office of Planning, Research and Evaluation. Building on FACES as the foundation, members of the AI/AN FACES 2015 Workgroup have shared insights and information on the kinds of information needed about children and families served by Region XI AI/AN Head Start programs (including children's development and school readiness, parent and family demographics, health, and program engagement, and teacher, classroom, and program characteristics). Members also provided input on recruitment practices and study methods that are responsive to the unique cultural and self-governing contexts of tribal Head Start programs.

Data collection with Region XI children, families, classrooms, and programs took place in the Fall of 2015 and the Spring of 2016. Twenty-one Region XI Head Start programs participated. Procedures for tribal review and approval in each of those 21 communities were followed. Information about this study has been shared broadly with tribal Head Start programs and tribal leaders via OHS tribal consultations, nationally-broadcast webinars, National Indian Head Start Directors' Association Board of Directors (NIHSDA) annual conferences, the 2016 ACF National Research Conference on Early Childhood, and the Secretary's Tribal Advisory Council (STAC) December 2014 and 2016 meetings.

This project was a mixed-method, multi-level study of low income families of children with special needs and the system which served them, focusing primarily on child care, employment, and balancing work and family. This approach included an analysis of existing national and state-level data sets, statewide surveys of parents and child care providers, and a field study to look at these issues at the local level in three selected communities in the state of Maine: Portland, Lewiston/Auburn, and Presque Isle. While the primary focus was on access to child care, this project also looked at the related issues of welfare reform, the impact of work force participation on having a child with special needs, and the issue of coordination of early intervention services with the child care system. The goal was to understand better the issues facing low income families with special needs children across the programs and policies affecting their employment, access to child care, and meeting the special needs of their children. In the first year of the study, qualitative research was conducted to learn directly from parents about their experiences. In the second and third years, a field study of three communities was conducted as well as statewide surveys and analysis of national data bases to supplement the data collected in the first year. This data collection is comprised of the two quantitative data files produced during the second and third years of the study which are described in more detail below.

Child Care Provider Survey: The Child Care Provider Survey was a statewide survey of child care providers selected at random from the list of licensed providers in Maine given by the state licensing agency. Questions focused on the perspective of child care providers on the issues of access and inclusion that parents raised.

Parent Survey: The Parent Survey was a statewide survey of parents and children aged 0-18 years with diagnosed special needs (enrolled in Maine Care - Katie Beckett and Title V eligibility groups - and Child Development Services early intervention caseloads). Questions focused on child care utilization and work experiences in relation to children with special needs.

Researchers interested in information about the qualitative data should contact the Child Care and Children with Special Needs Project Web site.

The broad aims of this overall project were to examine predictors of children's adjustment, mainly post-traumatic stress disorder (PTSD), after a single-incident injury. The overarching hypothesis was that a combination of physiological/biological, cognitive, and parental anxiety factors would predict children's later adjustment. The dataset in this collection comes from the combination of two broad projects that recruited from the same hospitals, with the first (smaller) project being built upon by the second project (which contained additional measures and an additional follow-up).

Children and adolescents aged 7 to 17 and their families (n=135) were recruited for the study after presentation to either of two major metropolitan Australian hospitals following a single-incident injury. Children's heart rate was recorded at hospital triage. Children and parents completed risk screening measures within 4 weeks of injury. Measures for cognitive appraisals, social support, traumatic stress, depression, and anxiety symptoms were assessed at 3 months and 6 months post-injury.

Early Head Start (EHS) programs are comprehensive, two-generation programs that focus on enhancing children's development while strengthening families. Designed for low-income pregnant women and families with infants and toddlers up to age 3, Early Head Start programs strive to achieve their goals by designing program options based on family and community needs. Programs may offer one or more options to families, including a home-based option, a center-based option, a combination option in which families receive a prescribed number of home visits and center-based experiences, and locally designed options, which in some communities include family child care.

The Early Head Start Research and Evaluation (EHSRE) Study was conducted by Mathematica Policy Research (MPR) and included five major components: (1) an implementation study; (2) an impact evaluation, using an experimental design; (3) local research studies to learn about pathways to desired outcomes; (4) policy studies to respond to information needs in areas of emerging policy-relevant issues; and (5) continuous program improvement. The study involved 3,001 children and families in 17 sites representing diverse program models, racial/ethnic makeup, urban-rural location, program auspice, and program experience in serving infants and toddlers. Three phases comprise the collection: Birth to Three ("0-3"), Pre-Kindergarten ("PreK") Follow-up and the Elementary School ("G5") Follow-up. A brief description of each phase is provided below:

• Birth to Three Phase (1996-2001): included a cross-site national study that encompassed an Impact Evaluation and Implementation Study that investigated program impacts on children and families through their time in the program as well as site-specific research conducted by local research projects.
• Pre-Kindergarten Follow-up Phase (2001-2005) : built upon the earlier research and followed the children and families who were in the original study from the time they left the Early Head Start program until they entered kindergarten. It was designed to document the long-term consequences of receiving either Early Head Start services or other community services up until age 3 combined with subsequent Head Start or other formal early care and education programs on children's school readiness and parent functioning.
• Elementary School Follow-up Phase (2005-2010): assessed children and families when the children were fifth graders or attending their sixth year of formal schooling. The study included direct assessments of children's cognitive, socio-emotional, and physical development; parent interviews; teacher questionnaires; and videotaping of maternal-child interactions.

The Early Head Start findings are based on a mixture of direct child assessments, observations of children's behavior by in-person interviewers, ratings of videotaped parent-child interactions in standardized ways, ratings of children's behaviors by their parents, and parents' self-reports of their own behaviors, attitudes, and circumstances. Data in this collection were constructed by the Mathematica Policy Research (MPR) researchers for use in their analyses. Very few of the original source variables are present in this public-use file. The constructs came from several data sources:

1. Baseline data, which were collected from the Head Start Family Information System (HSFIS) program application and enrollment forms and the MPR Tracking System. These data contain information on the program status of each case, characteristics of the applicant, mother, and focus child from the MPR Tracking System, summary variables pertaining to all family members, and information on the father, on family circumstances, on the mother's pregnancy, and on the focus child.

2. Parent services follow-up interviews (PSI) targeted for 6, 15, and 26 months after random assignment. These data contain information on use of services both in and outside of Early Head Start, progress toward economic self-sufficiency, family health, and children's health.

3. Parent interviews (BPI) targeted for completion when children were 14, 24, and 36 months old. These interviews obtained a large amount of information from the primary caregivers about their child's development and family functioning. Specific questions asked of parents in the parent interview included items about raising a baby, child's health, household composition, child care, mother figure, father figure, family routines, parents' and parent-child activities, child behavior, and stressful events.

4. Child and family assessments targeted for administration when children were 14, 24, and 36 months old. Field interviewers recorded information from their observations of children's behavior and home environments. Direct child assessments included Bayley Assessments, Peabody Picture Vocabulary Tests (PPVTs), and videotaped semi-structured parent-child interactions.

5. Child care provider interviews and observations targeted for administration when children were 14, 24, and 36 months old. Interview and observation data were collected from child care providers for children who were in child care arrangements that met particular criteria when they were approximately 14, 24 and 36 months old. Different data collection instruments were used for children in child care centers and children cared for by family child care providers or relatives. Data from both types of providers may be used together for some types of analyses.

6. Father interviews targeted for collection when children were 24 and 36 months old. In addition to asking mothers about their child's father, biological fathers and father figures in 12 sites were interviewed directly about fathering issues at the time of the 24- and 36-month birthday-related interviews (but not when children were 14 months old).

Part C of the Individuals with Disabilities Education Act authorizes states, with the incentive of federal financial support, to create Early Intervention (EI) systems, which is a primary source of rehabilitation (e.g., physical, occupational, and speech therapy) services for infants and toddlers with, or at risk for, developmental delays. Having worked with two EI Colorado (EI-CO) programs that employed electronic documentation, the researchers sought to leverage their electronic administrative data in order to examine social disparities in EI service use, including specific rehabilitation services.

The dataset for this data archiving project was generated in collaboration with a large, urban EI program in Colorado, a community partner for an NIH/NCMRR R03 study. This academic-community research partnership provided researchers with access to an urban EI program's electronic administrative database; The researchers' goal was to make these data available for further EI research. Therefore, a database was created and a number of variables were derived that could be of importance to EI stakeholders when conducting clinical queries for quality improvement. Examples of derived variables include EI service use intensity (i.e., hours per month) for all EI services, as well as discipline-specific (e.g., physical or occupational therapy) service use. The researchers obtained permission from the partnering EI agency to archive their EI program data through this project.

The dataset included as part of this collection includes 2045 cases for 44 variables; demographic variables include: race, ethnicity, language, sex, age, and developmental condition type.

The Individuals with Disabilities Education Act authorizes states to create early intervention (EI) programming to provide developmental and therapeutic services to infants and toddlers with a developmental condition; EI programs are mandated to report on child and family outcomes for purposes of accountability and quality improvement. For both purposes, there is critical need for research evidence on the adequacy of EI services. The researchers for this study partnered with a large urban EI program in Colorado that had recently transitioned to electronic data capture and was implementing a statewide initiative to facilitate function-focused care with individual families and paired collected electronic patient-reported outcomes (e-PRO) data with EI administrative data on child and family characteristics and service use to more fully examine EI service adequacy relative to patient-important outcomes.

This study collected information from Young Children's Participation and Environment Measure (YC-PEM e-PRO) on home, environment, and community participation, involvement, and desired change. Measurements were also collected from the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT e-PRO) on mobility, social cognitive, and daily activities domains. The Child Outcomes Summary (COS) was used to capture functional performance related to having positive social relationships, acquiring and using knowledge and skills, and taking appropriate action to meet needs. Early Intervention Service Use measured EI intensity, whether child received specific services including physical therapy (PT), occupational therapy (OT), speech therapy (ST), psychology, or developmental intervention (DI), and the total number of service hours received within each discipline. Demographic variables include reasons child received EI services, number of developmental delay conditions, age, race, and ethnicity; as well as caregiver's education, employment, number of children at home, income, and insurance type.

The Future of Families and Child Wellbeing Study (FFCWS, formerly known as the Fragile Families and Child Wellbeing Study) follows a cohort of nearly 5,000 children born in large, U.S. cities between 1998 and 2000. The study oversampled births to unmarried couples; and, when weighted, the data are representative of births in large U.S. cities at the turn of the century. The FFCWS was originally designed to address four questions of great interest to researchers and policy makers:

1. What are the conditions and capabilities of unmarried parents, especially fathers?
2. What is the nature of the relationships between unmarried parents?
3. How do children born into these families fare?
4. How do policies and environmental conditions affect families and children?

The FFCWS consists of interviews with mothers, fathers, and/or primary caregivers at birth and again when children are ages 1, 3, 5, 9, 15, and 22. The parent interviews collected information on attitudes, relationships, parenting behavior, demographic characteristics, health (mental and physical), economic and employment status, neighborhood characteristics, and program participation. Beginning at age 9, children were interviewed directly (either during the home visit or on the telephone). The direct child interviews collected data on family relationships, home routines, schools, peers, and physical and mental health, as well as health behaviors.

A collaborative study of the FFCWS, the In-Home Longitudinal Study of Pre-School Aged Children (In-Home Study) collected data from a subset of the FFCWS Core respondents at the Year 3 and 5 follow-ups to ask how parental resources in the form of parental presence or absence, time, and money influence children under the age of 5. The In-Home Study collected information on a variety of domains of the child's environment, including: the physical environment (quality of housing, nutrition and food security, health care, adequacy of clothing and supervision) and parenting (parental discipline, parental attachment, and cognitive stimulation). In addition, the In-Home Study also collected information on several important child outcomes, including anthropometrics, child behaviors, and cognitive ability. This information was collected through interviews with the child's primary caregiver, and direct observation of the child's home environment and the child's interactions with his or her caregiver.

Similar activities were conducted during the Year 9 follow-up. At the Year 15 follow-up, a condensed set of home visit activities were conducted with a subsample of approximately 1,000 teens. Teens who participated in the In-Home Study were also invited to participate in a Sleep Study and were asked to wear an accelerometer on their non-dominant wrist for seven consecutive days to track their sleep (Sleep Actigraphy Data) and that day's behaviors and mood (Daily Sleep Actigraphy and Diary Survey Data).

An additional collaborative study collected data from the child care provider (Year 3) and teacher (Years 9 and 15) through mail-based surveys. Saliva samples were collected at Year 9 and 15 (Biomarker file and Polygenic Scores). The Study of Adolescent Neural Development (SAND) COVID Study began data collection in May 2020 following the onset of the COVID-19 pandemic. It included online surveys with the young adult and their primary caregiver.

The FFCWS began its seventh wave of data collection in October 2020, around the focal child's 22nd birthday. Data collection and interviews continued through January 2024. The Year 22 wave included a young adult (YA) survey with the original focal child and a primary caregiver (PCG) survey. Data were also collected on the children of the original focal child (referred to as Generation 3, or G3).

In 2017, the FFCWS team announced the Fragile Families (FF) Challenge, a collaborative effort in which participants were tasked with using machine learning methods and FFCWS data (Baseline to Year 9) to build a model that would predict six key outcomes at Year 15. Materials used in the FF Challenge have been archived in this collection.

Documentation for these files is available on the FFCWS website under Data and Documentation. For details of updates made to the FFCWS data files, please see the project's Data Alerts page.

Data collection for the Future of Families and Child Wellbeing Study was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health under award numbers R01HD36916, R01HD39135, and R01HD40421, as well as a consortium of private foundations.

Below is the citation for use of the FFCWS data accessed through ICPSR. For information on additional citation requirements when using FFCWS in publications, please refer to this FAQ on the FFCWS project site.

The Guatemalan Survey of Family Health (EGSF) was undertaken to investigate the health of children under the age of five and women during pregnancy and childbirth residing in 60 communities within the departments (geopolitical units) of Chimaltenango, Suchitepequez, Totonicapan, and Jalapa in Guatemala. Data were collected at the household, individual, and community levels to gain an in-depth understanding of the way residents in these rural populations think about their health, treatment, and family relations.

Data at the household level (Parts 1-5, 90-92) provide information on household members, relation to household head, age, education, and language used.

The individual-level data (Parts 6-37) describe the respondent's background, marital/relationship history, social ties and social support, and economic status, along with health beliefs, a complete birth history, knowledge and use of contraception, health problems and treatment during the last two pregnancies, and anthropometry on mothers and children. Extensive data were gathered regarding the health problems and treatment for each of the two youngest children born since January 1990, with particular focus on diarrhea and respiratory infections.

The community data (Parts 41-60) supply information gathered from three knowledgeable individuals called "key informants" about occupations in the community, crops grown, wages, utilities and community services, and the history of the community. Parts 61-89 contain information regarding Health Posts (health care centers) through interviews conducted with key informants, doctors (Parts 72-80), and other health service providers (Parts 81-89), including traditional providers such as curers, midwives, and bone setters, regarding their practices, patients, referrals, fees, payment, and the use of specific treatments.

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives:

1. Does Head Start enhance children's development and school readiness?
2. Does Head Start strengthen families as the primary nurturers of their children?
3. Does Head Start provide children with high quality educational, health, and nutritional services?
4. How is classroom quality related to child outcomes?

The FACES 1997 Cohort involved a nationally representative sample of children and families in Head Start programs in the United States who were studied at entry into the program in the fall of 1997, assessed in the spring at the completion of one or two years of Head Start, and followed up in the spring of the kindergarten and first grade years. During these visits, the research team completed individual interviews with staff and parents, child and classroom observations, direct child assessments through one-on-one interviews, and indirect assessments of children by their teachers and parents.

The data collection instruments used in FACES were designed to measure several different types of skills, accomplishments, and behaviors that are relevant to a child's school readiness and social competence:

1. The parent interview was designed to collect up-to-date information about current Head Start families while being sensitive to differences based on the background of the respondents. The interview provided descriptive information about the parents (education, work status, health, nativity, depression, social support, use of discipline and rules, exposure to violence), the household (income, housing, activities with children, use of child care), and the children (gender, ethnicity, health, behavior, literacy skills, disabilities, exposure to violence). Additionally, parents reported how their families came to Head Start and how they perceived their Head Start experiences.
2. The staff interview was designed to provide a profile of the background, qualifications, and training of Head start personnel as well as an understanding of classroom activities, family activities, services, local programs offered to families, and staff perspectives on their programs and the families they served.
3. The child and classroom observations were designed to record information from the observations of children's behavior and home environments. Some of the assessments used included Peabody Picture Vocabulary Tests (PPVTs), Woodcock-Johnson Revised Tests of Achievement, Norm Referenced Cognitive Tests, Story and Print Concepts, and McCarthy Scales of Children's Abilities.

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives:

1. Does Head Start enhance children's development and school readiness?
2. Does Head Start strengthen families as the primary nurturers of their children?
3. Does head Start provide children with high quality educational, health, and nutritional services?
4. How is classroom quality related to child outcomes?

The FACES 2000 Cohort involved a nationally representative sample of children and families in Head Start programs in the United States who were studied at entry into the program in the fall of 2000, assessed at the completion of one or two years of program experience, and followed up in the spring of the kindergarten year. The FACES 2000-2003 battery has four main components: the child assessment, parent interview, teacher and staff interviews, and classroom observations.

1. The child assessments included the major components of school readiness, and were collected through direct child assessments and rating scales completed by parents and teachers. Direct child assessments included the Peabody Picture Vocabulary Test Third Edition-Revised (PPVT-III), Woodcock-Johnson Psycho-Educational Battery-Revised, McCarthy Scales of Children's Abilities, story and print concepts, social awareness, color names and one-to-one counting, Leiter International Performance Scale-Revised, interview ratings, and follow-up Early Childhood Longitudinal Study-Kindergarten (ECLS-K) measures.

2. The parent interview was designed to provide Head Start with a comprehensive understanding of the families that they serve, including the characteristics of households and household members, levels and types of participation in the program and in other community services, involvement with their children, and an understanding of their children's development. In addition to this, parents were asked to rate each child on a set of behaviors that assessed the child's basic social skills and behavior problems.

3. The teacher and staff interview was designed to provide information on Head Start personnel experience, education, and training as well as knowledge and beliefs about child development, and educational activities with children and parents.

4. The classroom observations were designed to measure peer interactions, friendships of children, and the extent to which Head Start programs employed skilled teachers and provided developmentally appropriate environments and curricula for their children. Some of the assessments used included the Assessment Profile, Early Childhood Environment Rating Scale-Revised (ECERS-R), classroom observation of teacher-directed activities, and the Arnett Caregiver Interaction Scale.

The Head Start Family and Child Experiences Survey (FACES) is an ongoing national longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. FACES was designed to address four central questions related to program performance objectives:

1. Does Head Start enhance children's development and school readiness?
2. Does Head Start strengthen families as the primary nurturers of their children?
3. Does head Start provide children with high quality educational, health, and nutritional services?
4. How is classroom quality related to child outcomes?

The FACES 2003 Cohort involved a nationally representative sample of children and families in Head Start programs in the United States who were studied at entry into the program in the fall of 2003, assessed at the completion of their program experience, and followed up at the end of their kindergarten year. The FACES 2003 battery has five main components: the child assessment, parent interview, teacher and staff interviews, classroom observations and teacher-child reports.

1. The child assessments included the major components of school readiness, and were collected through direct child assessments and rating scales completed by parents and teachers. Some of the direct child assessments included the Peabody Picture Vocabulary Test Third Edition-Revised (PPVT-III), Woodcock-Johnson Psycho-Educational Battery-Revised, McCarthy Scales of Children's Abilities, story and print concepts, social awareness, color names and one-to-one counting and assessor ratings.

2. The parent interview was designed to provide Head Start with a comprehensive understanding of the families that they serve, including the characteristics of households and household members, levels and types of participation in the program and in other community services, involvement with their children, and an understanding of their children's development. In addition to this, parents were asked to rate each child on a set of behaviors that assessed the child's basic social skills and behavior problems.

3. The teacher and staff interview was designed to provide information on Head Start personnel experience, education, and training as well as knowledge and beliefs about child development, and educational activities with children and parents.

4. The classroom observations were designed to measure peer interactions, friendships of children, and the extent to which Head Start programs employed skilled teachers and provided developmentally appropriate environments and curricula for their children. Some of the assessments used included the Assessment Profile, Early Childhood Environment Rating Scale-Revised (ECERS-R), classroom observation of teacher-directed activities, and the Arnett Caregiver Interaction Scale.

5. The teacher-child report was designed to capture important sources of information about children's learning and behavior through the use of the Teacher-Child Report (TCR), social skills ratings, the Behavior Problems scale and the Preschool Learning Behavior Scale (PLBS).

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).

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:

1. 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?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. 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?
4. 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?
5. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
6. 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?

FACES also supports analyses of subgroups of interest, such as children with disabilities, dual language learners, and children who are performing above or below average on standardized assessments. Its design changes in response to emerging policy and research questions. For example, in response to the growing concern about childhood obesity, measures of children's height and weight were introduced in FACES 2006.

Measures for FACES 2006 were selected to balance the need to support comparisons to previous cohorts of FACES (particularly with respect to program performance measures) against the need to update the measurement battery and address emerging policy issues and benefits from progress in the assessment field. Many of the measures used in FACES 2006 were included in previous cohorts and they are presented below by the five major measurement sources in FACES: (1) child direct assessments; (2) parent interviews; (3) teacher interviews and survey; (4) classroom observations; and (5) program director, center director, and education coordinator interviews.

1. The child direct assessments included the major components of school readiness. They included a language screener, the Peabody Picture Vocabulary Test, Fourth Edition/Test de Vocabulario de Imagines Peabody, subtests from the Woodcock-Johnson Tests of Achievement Third Edition/Bateria III Woodcock-Munoz (letter word identification, applied problems, spelling, and word attack), a measure of early math literacy based on items from the Early Childhood Longitudinal Study, Birth and Kindergarten Cohorts math assessments (geometry, patterns, and measurement), story and print concepts, and physical measurements (height and weight). At the end of the direct child assessment, interviewers rate the child's attention, organization/impulse control, activity level, and sociability using items from the Leiter-R scales.
2. The parent interview was designed to provide Head Start with a comprehensive understanding of the families that they serve, including the demographic characteristics of households and household members, parent-child relationships and the quality of the child's home life, and parent ratings of the child's behavior problems, social skills, and competencies, levels and types of participation in the program and in other community services.
3. The Head Start teacher interview was designed to collect information about classroom and teacher characteristics related to the quality of care provided by Head Start programs. Teachers were asked about their classroom activities and use of curricula, as well as their demographic and educational background and professional experience. They also used a Web survey to rate the social skills, problem behaviors, and competencies of each FACES child in their classroom. Kindergarten teachers provided information about schools attended by Head Start children, their classrooms and school experiences using a Web survey. They also completed ratings of each FACES child's social skills, behavior problems and competencies.
4. The classroom observations were designed to measure peer interactions and the extent to which Head Start programs employed skilled teachers and provided developmentally appropriate environments and curricula for their children. The measures used included the Early Childhood Environment Rating Scale-Revised (ECERS-R), the Arnett Scale of Lead Teacher Behavior, and the Instructional Support scale from the Classroom Assessment Scoring System (CLASS). Counts of children and adults were also taken to calculate group size and child-adult ratios.
5. The Program Director, Center Director, and Education Coordinator Interviews gathered information about staffing and recruitment, teacher education initiatives and training, waiting lists and program expansion, classroom activities, curriculum, overview of program management, and parent involvement.

The User Guide provides detailed information about the FACES 2006 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

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:

1. 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?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. 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?
4. 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?
5. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
6. 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

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:

1. 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?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. 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?
4. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
5. 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?
6. What program- and classroom-level factors are related to observed classroom quality?
7. 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

These data were collected as part of the evaluation of the Healthy School Program (HSP), a program that provides support to elementary, middle, and high schools in the United States as they work to create healthy school environments that promote physical activity and healthy eating for students and staff. HSP was created in 2006 by the Alliance for a Healthier Generation with funding from the Robert Wood Johnson Foundation. The HSP evaluation addressed both process and impact outcomes:

1. Is the HSP technical assistance and training model effective in increasing the implementation of policies and programs that promote and provide access to healthier foods and more physical activity before, during and after school?

2. Are there distinctive or common school-level characteristics that hasten or hinder school-level implementation of policies and programs that promote and provide access to healthy foods and physical activity in the school setting in HSP schools?

3. Does participation in HSP contribute to an increase in healthy eating behaviors and physical activity participation among students? Does participation in HSP contribute to a decrease in body mass index (BMI) among students?

The evaluation used a mixed-method design incorporating both quantitative and qualitative components. The quantitative component of the evaluation was a longitudinal design that measured student changes in eating and physical activity behaviors and BMI and schools' implementation of policies and practices promoted by HSP. For the qualitative component the evaluation team conducted site visits in a sample of HSP schools.

Nine data files constitute this data collection:

1. HSP Participation and Inventory Data File, 2006-2011 (originally called the Inventory Data File)

2. Pilot Student Survey Data File

3. Pilot Student Height and Weight Measurements Data File

4. Survey of Students in Boston and Miami-Dade Public Schools Data File

5. HSP Participation and Inventory Data File, 2006-2014

6. Arizona, Prince George's County and Nevada Healthy Schools Youth Survey Data File

7. Arizona and Prince George's County Youth Height and Weight Measurements Data File

8. Arizona Academic Achievement Data File

9. Prince George's County School Wellness Coordinator Survey Data File

Dataset 1 contains data on school characteristics, HSP engagement indicators, baseline and follow-up responses to the Healthy Schools Inventory, and indices derived from the Inventory for all HSP schools as of August 2011. The Inventory collected information about each school's adherence to the Healthy Schools Program Framework, a set of best practice guidelines that promote physical activity and healthy eating among students and staff.

Datasets 2, 4 and 6 contain data from baseline and follow-up administrations of the Healthy Schools Youth Survey questionnaire in three samples of HSP schools: students in grades 5-12 in the initial pilot cohort of HSP schools; students in grades 5, 8 and 10 in the 2007-2008 cohort of HSP schools in Boston, Massachusetts and Miami-Dade County, Florida; and students in grades 5, 8 and 10 or 11 in HSP schools in Arizona, Nevada and Prince George's County, Maryland. Topics covered by the Healthy Schools Youth Survey questionnaire include eating and physical activity habits, attitudes about healthy eating and physical activity, health knowledge, and school food environments.

Datasets 3 and 7 contain baseline and follow-up height and weight measurements and derived BMIs, the former for students in grades 4-12 in schools sampled by the Pilot Student Survey and the latter for students in grades 5, 8, and 10 in Arizona and grades 1-12 in Prince George's County in schools sampled by the Arizona, Prince George's County and Nevada Healthy Schools Youth Survey.

Dataset 5 is an update to Dataset 1. Like Dataset 1 it contains data on HSP participation and engagement and school characteristics. Dataset 5 covers 8,500 schools that participated in HSP through fall 2014. It includes 4,028 of the 4,542 schools in Dataset 1.

Dataset 8 contains average math, reading and language scores for grades in HSP and comparable non-HSP schools in Arizona. Every record in the data file represents a grade (one or more of the grades 2-9) within a school (150 schools) for a given school year (up to seven years 2007-2008 to 2013-2014).

Dataset 9 contains data from a survey of HSP school coordinators in Prince Georges County. The coordinators were interviewed about the implementation of HSP in their schools.

ICPSR did not receive the site visit data.

The Healthy Steps for Young Children program began in 1995 as a new approach to primary health care for young children, birth to age three. The program is intended to enhance early pediatric care by incorporating preventive developmental and behavioral services as part of a comprehensive, whole-child, whole-family model of health care and to help provide mothers and fathers with the childrearing information and guidance they seek.

The evaluation of Healthy Steps consisted of three components: the National Evaluation, the Affiliate Evaluation, and the Embedded Observational Study. All data contained in these public release data sets come from the National Evaluation. For additional information on the Affiliate Evaluation or the Embedded Observational Study, please visit http://www.jhsph.edu/WCHPC_/Projects/Healthy_Steps/index.html.

These data were gathered to assess whether the Healthy Steps program was successful in reorienting pediatric practice to emphasize child development issues in increasing parents' knowledge about early nurturing of infants and parents' involvement in their children's development and in promoting parents' practices that improve the health, safety, and health care utilization of their children.

The data are organized as follows:

• Parent Forms: Newborn

  The newborn form was used to gather data on the baby's characteristics, demographic characteristics of the mother, father, and family, prenatal utilization of services, health behaviors of the mother and father, and parents' decisions about a pediatric provider for their newborn.

• Parent Forms: 6 Month

  The 6 month form was used to gather information on selected family demographic characteristics, child's health, parenting practices, and health behaviors of the mother and father. Questions included the frequency of injuries, emergency department visits, and hospitalization in the past 6 months, use of safety devices, activities that promote learning and development, sources of information on speech development, child care arrangements, smoking practices, and mother's receipt of postpartum care.

• Parent Forms: 12 Month

  Like the 6 month form, the 12 month form was used to gather information on selected family demographic characteristics, child's health, parenting practices, and health behaviors of the mother and father. Questions included the frequency of injuries, emergency department visits, and hospitalization in the past 12 months, use of safety devices, activities that promote learning and development, sources of information on speech development, child care arrangements, smoking practices, and mother's receipt of postpartum care.

• Medical Record Abstraction: Vaccinations

  This file contains demographic and vaccination data, including gender, race/ethnicity, and insurance provider.

• Medical Record Abstraction: Medical Visits

  This file contains data abstracted from forms completed for every visit recorded in the medical record or other primary care files, including type visit and whether a physical assessment was conducted.

• Medical Record Abstraction: Referrals/Consultations

  These data are limited to information on any referrals or consultations noted in the child's medical record or other primary care files, including type of and reason for the referral.

• Medical Record Abstraction: Hospitalizations/ED Visits

  These data are limited to information on any hospitalization, emergency department visit, or urgent care visit recorded in the child's medical record or other primary care files, including the type of and reason for the visit.

• Healthy Steps Specialist Contact Logs

  Data contained in this file represent every interaction between Healthy Steps Specialists and the family, including home visits, office visits, telephone calls to or from the family, parent groups, mailings, and other types of contacts, such as hospital visits. Information collected on each contact included the date of contact, type of contact, person contacted, status of the contact, reason for the contact, whether a handout was given out or a referral made during the contact, the issues/ problems discussed during the contact, and any action taken by the Healthy Steps Specialist.

• Parent Interviews: 2-4 Month

  The 2-4 month interview included questions about the respondent's knowledge of child development, his/her sense of competence about childrearing, his/her perception of support for childrearing activities from both formal and informal sources, and his/her engagement in activities with the child that promote health, learning, and development. The interview also gathered information on the socio- demographic characteristics of the family, including the mother's and father's education, marital status, employment, income, and household composition.

• Parent Interviews: 30-33 Month

  The 30-33 month interview is the source of data on parent and child outcomes and assessed the extent to which families received the Healthy Steps intervention. Specifically, parents were asked about utilization of health-related services and about the child's health and progress in reaching age-appropriate developmental milestones, concerns the parent had about the child's development or behavior, and whether the child was referred to services for a behavior or developmentally-related problem. Additional questions addressed parenting activities that promote development, family routines, engagement in safety activities, the mother's general health status, use of substances, use of mental health services, and use of the child's doctor or her obstetrician/gynecologist as a source for discussing problems with depression and use of preventive health care.

This release of the 1993 Indonesian Family Life Survey (IFLS-1-PR) is a revised and restructured version of the Wave 1 data. This data collection provides a broad range of economic, demographic, and health information at both the household and community levels across 13 provinces on the islands of Java, Sumatra, Bali, West Nusa Tenggara, Kalimantan, and Sulawesi. A sample of 7,224 households was interviewed during August 1993 through January 1994. Household-level data cover topics such as household characteristics, income, education of both adults and children, marriage histories, inter-household transfers, pregnancy history, and knowledge and use of contraceptives. At the community-facility level, information was gathered from village leaders and heads of village women's groups in each of the 321 enumeration areas (EAs) where the households were located. Questions were asked regarding community characteristics (transportation, water and sanitation, history of schools, and availability of health facilities), nurses, midwives, and paramedics (facility management and family planning history, vignettes on types of care), and traditional health practitioners (buying or making herbal medicines or using services of traditional practitioners, rituals, and incantations). When the household data are combined with the community-facility data, the 1993 Indonesian Family Life Survey provides a unique look at areas of fertility, family planning, infant and child health, education, migration, employment, and the social, economic, and health status of over 7,000 households in a diverse setting during a period of rapid demographic and socioeconomic change.

As of June 2015, there are four waves of data for the IFLS. However, a fifth wave of data collection has begun. Please see the IFLS Web site for more information on how to obtain these data.

In 2010, the United States Congress authorized the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program, which started a major expansion of evidence-based home visiting programs for families living in at-risk communities. MIECHV is administered by the Health Resources and Services Administration (HRSA) in collaboration with the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services (HHS). The authorizing legislation required an evaluation of the program, which became the Mother and Infant Home Visiting Program Evaluation (MIHOPE). The evaluation is being conducted for HHS by MDRC with James Bell Associates, Johns Hopkins University, Mathematica, the University of Georgia, and Columbia University.

MIHOPE was designed to learn whether families benefit from MIECHV-funded early childhood home visiting programs, and if so, how. The study included the four evidence-based models that 10 or more states chose in their initial MIECHV plans in fiscal year 2010-2011: Early Head Start - Home-based option, Healthy Families America, Nurse-Family Partnership, and Parents as Teachers. MIHOPE was the first study to include all of these four evidence-based models.

To provide rigorous evidence on the MIECHV-funded programs' effects, the study randomly assigned more than 4,200 families to receive either MIECHV-funded home visiting or information on community services. As is the standard method in studies that use random assignment, the primary analytical strategy in MIHOPE was to compare the outcomes of the entire program group with those of the entire control group.

As per the authorizing legislation, the study measured early effects on family and child outcomes in the areas listed below, with the exception of school readiness and academic achievement (which were not included at this point because children were too young to measure those outcomes):

• Prenatal, maternal, and newborn health
• Child health and development, including child maltreatment
• Parenting skills
• School readiness and child academic achievement
• Crime and domestic violence
• Family economic self-sufficiency
• Referrals and service coordination

Videos and Video Metadata: Two sets of videos are included in the MIHOPE restricted access files. They include:

• Mother-home visitor interactions at 387 home visits and
• Interactions between child and mother using the "Three Bags" and "Clean-Up" tasks with 2,832 families.

The mother-home visitor interaction videos were recorded only for treatment group families at two points in time: the first was, on average, about eight weeks after the family's first home visit and the second was about eight months after the family's first home visit. Overall, 264 families are included in the mother-home visitor interaction videos in total, with 123 of these families recorded at both points in time.

The mother-child interaction videos, during which the child and mother play with toys contained in three bags and place the toys back in the bags (the "Three Bags" and "Clean-Up" tasks), were recorded when the 15-month in-home assessments were conducted and are available for 2,832 families in the treatment and control groups.

The videos are only linkable to a few pieces of metadata (home visiting model, video ID, treatment status, and variables indicating whether the family appears in the home visit videos, the three-bag task videos, or both). The videos in the restricted access data are not linkable to any other data included in the restricted access files. Additionally, the videos may only be viewed at the Inter-university Consortium for Political and Social Research's on-site Physical Data Enclave in Ann Arbor, Michigan.

Mother and Infant Home Visiting Program Evaluation-Strong Start (MIHOPE-Strong Start) was a large-scale evaluation that rigorously tested the effectiveness of evidence-based home visiting in improving birth and health outcomes during pregnancy and in the year after birth. Local programs included in the study's analysis implemented one of two evidence-based models: Healthy Families America (HFA) or Nurse-Family Partnership (NFP). These models were chosen because earlier evaluations found some evidence of their having positive impacts on birth outcomes.

The Office of Planning, Research, and Evaluation (OPRE) of the Administration for Children and Families (ACF) partnered with the Center for Medicare and Medicaid Innovation (CMMI) of the Centers for Medicare and Medicaid Services (CMS) and the Maternal and Child Health Bureau (MCHB) of the Health Resources and Services Administration (HRSA) to sponsor the study. MIHOPE-Strong Start was part of the CMMI's Strong Start for Mothers and Newborns Initiative, which evaluated whether enhanced, nonmedical prenatal interventions, when provided in addition to routine medical care, have the potential to improve birth outcomes and reduce health care costs for women enrolled in Medicaid or the Children's Health Insurance Program (CHIP). Under contract with OPRE, MDRC conducted MIHOPE-Strong Start in collaboration with James Bell Associates, Johns Hopkins University, Mathematica, and New York University.

The analysis for MIHOPE-Strong Start included 2,899 women and 66 local programs (37 HFA and 29 NFP programs) operating across 17 states: California, Georgia, Illinois, Indiana, Iowa, Kansas, Massachusetts, Michigan, Nevada, New Jersey, New York, North Carolina, Pennsylvania, South Carolina, Tennessee, Washington, and Wisconsin. Women were eligible for MIHOPE-Strong Start if they were pregnant and at least 8 weeks from their due date.

The MIHOPE-Strong Start analysis included a subset of families and local programs that were recruited for MIHOPE, the national evaluation of the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program. Specifically, the MIHOPE-Strong Start impact analysis included information on 46 local home visiting programs and 1,845 families that were initially recruited for MIHOPE but met the MIHOPE-Strong Start eligibility criteria. An important distinction between MIHOPE-Strong Start and MIHOPE is that MIHOPE included only programs receiving MIECHV funding, while MIHOPE-Strong Start included both MIECHV and non-MIECHV-funded programs.

In both studies, families were randomly assigned either to an evidence-based home visiting program or to a control group who was given information on other services available in the community. The random assignment design was intended to create program and control groups that were similar when women entered the study, so that systematic differences in the outcomes of interest observed between the two groups can be attributed to the home visiting services rather than to the preexisting characteristics of the women.

The National Survey of Children's Health, funded by the Maternal and Child Health Bureau (MCHB), is a module of the State and Local Area Integrated Telephone Survey (SLAITS) that is conducted by the National Center for Health Statistics (NCHS) at the Centers for Disease Control and Prevention (CDC).

The survey was conducted to assess how well each state, and the nation as a whole, met MCHB's strategic plan goals and national performance measures. These goals include providing national leadership for maternal and child health, promoting an environment that supports maternal and child health, eliminating health barriers and disparities, improving the health infrastructure and systems of care, assuring quality care, working with states and communities to plan and implement policies and programs to improve the social, emotional, and physical environment, and acquiring the best available evidence to develop and promote guidelines and practices to assure a social, emotional, and physical environment that supports the health and well-being of women and children.

The National Survey of Children's Health (NSCH) was designed to produce national- and state-specific prevalence estimates for a variety of physical, emotional, and behavioral health indicators and measures of children's experiences with the health care system. Respondents were asked an extensive battery of questions about the family, including parental health, stress and coping behaviors, family activities, and parental concerns about their children, as well as their perceptions of the child's neighborhood.

Demographic information includes race, gender, family income, and education level.