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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

This survey was conducted as part of the New Jersey Childhood Obesity Study, a project designed to provide vital information for planning, implementing, and evaluating interventions aimed at preventing childhood obesity in five New Jersey municipalities: Camden, Newark, New Brunswick, Trenton, and Vineland. Conducted among households with 3-18 year old children in the 5 cities, the survey interviewed the adult who made most of the decisions about food shopping in each household. The survey examined perceptions about food and physical activity environments in the five cities, investigated barriers related to access to healthy food and physical activity facilities, and collected information on the height and weight and food and physical activity behaviors of the cities' 3-18 year old children and the adult respondents. In addition, the survey collected demographic information about the household members.

Four linkable datasets contain the survey data: the Household File, Index Child File, Adult File, and All Child File. The Household File covers household and neighborhood characteristics, while the Index Child File describes the characteristics and behaviors of a randomly selected 3-18 year old child in the household, who is designated the "index child" and is the primary unit of analysis. The Adult File comprises characteristics and behaviors of the adult respondent, and, lastly, the All Child File covers a few characteristics of all children aged 3-18 in the household.