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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.

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

1. Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
2. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
3. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Further information can be found on the Carolina Abecedarian Project Web site.

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades.

Research hypotheses include:

• Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior.
• Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not.
• The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not.

Demographic variables included in this collection: gender, age, level of education.

The Head Start Family and Child Experiences Survey (FACES) has been a source of information on the Head Start program and the children and families it serves. The 2019 Head Start Family and Child Experiences Survey, or FACES 2019, is the seventh in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, 2009, and 2014. It includes nationally representative samples of Head Start programs and centers, classrooms, and children and their families during the 2019-2020 program year. Data from surveys of Head Start program and center directors and classroom teachers provide descriptive information about program policies and practices, classroom activities, and the background of Head Start staff. These data compromise the Classroom Study. A sample of these programs also provides data from parent surveys, teacher child reports, and direct child assessments as part of the Classroom + Child Outcomes Study. FACES 2019 is designed to help policymakers address current policy questions and to support programs and practitioners working with Head Start families.

According to the study design, FACES would have assessed children's readiness for school, surveyed parents, and asked teachers to provide information on children in both fall 2019 and spring 2020. In response to the COVID-19 (for coronavirus disease 2019) pandemic, however, FACES 2019 cancelled the first piece--the in-person data collection of child assessments in spring 2020. In-person classroom observations as part of the Classroom Study were also cancelled in spring 2020.

FACES is designed so that researchers can answer a wide range of research questions that are crucial for aiding program directors and policymakers. FACES 2019 data may be used to describe (1) the quality and characteristics of Head Start programs, teachers, and classrooms; (2) the changes or trends in the quality and characteristics of the classrooms, programs, and staff over time; (3) the school readiness skills and family characteristics of the children who participate in Head Start; (4) the factors or characteristics that predict differences in classroom quality; (5) the changes or trends in the children's outcomes and family characteristics over time; and (6) the factors or characteristics at multiple levels that predict differences in the children's outcomes. The study also supports research questions related to subgroups of interest, such as children with identified disabilities and children who are dual-language learners (DLLs), as well as policy issues that emerge during the study. The study addresses changes in children's outcomes and experiences as well as changes in the characteristics of Head Start classrooms over time and across the rounds of FACES. Some of the questions that are central to FACES include:

1. What are the characteristics of Head Start programs, including structural characteristics and program policies and practices?
2. What are the characteristics and observed quality of Head Start classrooms?
3. What are the characteristics and qualifications of Head Start teachers and management staff?
4. Are the characteristics of programs, classrooms, and staff changing over time?
5. What are the demographic characteristics and home environments of children and families who participate in Head Start?
6. Are family demographic characteristics and aspects of home environments changing over time?
7. How do families make early care and education decisions?
8. What are the experiences of families and children in Head Start?
9. What are the average school readiness skills and developmental outcomes of the population of Head Start children in fall and spring of the Head Start year?
10. What gains do children make during a year of Head Start?
11. Are children's school readiness skills (average skills or average gains in skills) improving over time?
12. Does classroom quality vary by characteristics of classrooms, teachers, or programs?
13. What characteristics of programs, teachers, or classrooms are associated with aspects of classroom quality?
14. Do the school readiness skills of children in fall and spring and their gains in skills vary by child, family, program, and classroom characteristics?
15. What is the association between observed classroom quality and children's school readiness skills? Between child and family characteristics and children's school readiness skills?

The User Guide provides detailed information about the FACES 2019 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 Instruments Used (and Child Outcomes Captured): FACES 1997-FACES 2019
• Appendix B. Copyright Permissions
• Appendix C. Instrument Content Matrices
• Appendix D. Instruments
• Appendix E. Spring 2020 Center/Program Codebook
• Appendix F. Spring 2020 Classroom/Teacher Codebook
• Appendix G. Fall 2019-Spring 2020 Child Codebook
• Appendix H. Descriptions of Composite Variables

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. 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 (Classroom + Child Outcomes Core and Classroom 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 FACES 2014 Family Engagement Plus study took place in spring 2015 within the 60 programs that participated in the child-level data collection in the Classroom + Child Outcomes Core study. This Plus study describes family engagement practices in Head Start from the perspectives of parents and Head Start staff. It examines how practices align with the Head Start Parent, Family, and Community Engagement (PFCE) Framework and targeted family outcomes. It also explores how programs engage with community partners to provide comprehensive services to families and how parents and staff characterize their relationships with one another. It includes semi-structured interviews with parents and family services staff (FSS) as well as supplemental content added to the Core parent and teacher surveys. This release includes open-ended qualitative data from the semi-structured interviews included in the Family Engagement Plus study.

The primary research questions for the Family Engagement Plus study are as follows:

1. What do family engagement efforts look like in Head Start?
2. How are families engaged in Head Start and in their children's learning and development at home and in the community?
3. What staff are involved in family engagement efforts, and in what ways are they involved in those efforts?
4. How are comprehensive family services provided in Head Start?
5. How do parents and staff characterize their relationships and interactions with one another?
6. How do family engagement efforts and service provisions align with the Head Start Parent, Family, and Community Engagement (PFCE) Framework?

The User's Manual provides detailed information about the Family Engagement Plus study design, execution, and data to inform and assist researchers who may be interested in using the data for future analyses or pairing the Family Engagement qualitative data collection sources with other FACES 2014 sources.

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

Young children are spending increasingly greater hours in early care and education. While research has clearly documented the importance of the quality of these experiences (National Research Council, 2000), more research is needed in several key areas.

This study is an assessment of the impact of varying hours of early care and education on children's school readiness, and the specific factors in both infant and preschool classrooms that promote school readiness, using two samples: one group of 242 children attending child care centers that have been followed since infancy (Family Income, Infant Child Care, and Child Development Study); and another group of 130 children attending child care centers primarily serving low-income families.

A developmental-ecological conceptual framework was employed, which considered the influence of ecological contexts on children's developmental trajectories. The following school readiness outcomes were assessed:

1. language development and communication
2. cognition and general knowledge, including early math
3. social and emotional development
4. approaches to learning
5. health and physical development

Additional information is available on the Massachusetts Early Care and Education and School Readiness Study Web site.