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This data collection was assembled to examine the geographic distribution of two-way dual language (TWDL) and one-way dual language (OWDL) bilingual education programs across Texas public school campuses during the 2020–2021 academic year. Campus-level bilingual program enrollment data were obtained from the Texas Education Agency (TEA) through a formal public information request submitted under the Texas Public Information Act. Geographic coordinate data were obtained from TEA's publicly available campus reference file for the 2021–2022 school year. Demographic context variables were drawn from the 2017–2021 American Community Survey 5-Year Estimates (U.S. Census Bureau), including county- and census tract-level data on nativity (Table B05012) and median household income (Table S1903). Geographic boundary files were obtained from the U.S. Census Bureau TIGER/Line Shapefiles (2021) at both the county and census tract levels.

The collection includes campus-level enrollment counts for six bilingual program types: TWDL, OWDL, ESL content-based, ESL pull-out, transitional bilingual early exit, and transitional bilingual late exit. Enrollment counts for small cell sizes were suppressed by TEA for privacy protection. The collection also includes derived variables consisting of normalized program enrollment ratios calculated as program-specific enrollment divided by total campus enrollment. Campus records include geographic coordinates, school type classification (public, charter, or alternative), district identifiers, and county identifiers. The collection additionally includes two derived shapefiles, one at the county level and one at the census tract level, in which TEA-restricted campus enrollment data are not present; these shapefiles contain only Census Bureau demographic variables (immigrant density and median household income) merged into TIGER/Line boundary geometry. Geographic coverage is the state of Texas. The data describe the 2020–2021 academic year.

This dataset contains annual measures of training and vocational schools in the United States from 1990 through 2022. The data include counts, per capita densities, area densities, and employment figures for twelve categories of training and vocational establishments: business and secretarial schools, data processing schools, general educational services, beauty schools and barber colleges, vocational schools, dance schools, instruction schools and camps, arts and crafts schools, music and drama schools, vehicle driving schools, reading and speaking schools, and personal development schools.

The unit of analysis is either the Census Tract or ZIP Code Tabulation Area (ZCTA), with separate files standardized to 2010 Census Tract boundaries, 2020 Census Tract boundaries, 2010 ZCTA boundaries, and 2020 ZCTA boundaries. Each file covers all census tracts or ZCTAs in the fifty United States, including Alaska, Hawaii, and US island territories.

Business establishment data were drawn from the National Establishment Time Series (NETS) database, which was cleaned and geocoded to Census Bureau TIGER/Line shapefiles. Population denominators came from the American Community Survey and Decennial Census. The data cleaning protocol addressed known NETS limitations by re-geocoding addresses, standardizing SIC codes across time, collapsing duplicate records, and removing businesses located at residential addresses using Zillow's ZTRAX data.

Key variables include count (e.g., count_businesscho), per capita density per 1000 population (e.g., den_datascho), area density per square mile (e.g., aden_vocationscho), and total employment (e.g., emps_beautyscho) for each establishment category. The Census Tract 2020 dataset includes both tract_fips20 and tract_fips22 variables to accommodate Connecticut's 2022 county boundary changes.

The Strategic National Arts Alumni Project (SNAAP) survey collects data on the perspectives and experiences of alumni from arts, design, and adjacent fields. The 2022 SNAAP survey data offer evidence-based insights to help inform the important work being undertaken by postsecondary institutions offering studies and training in arts and design amid shifts and changes affecting higher education.

SNAAP's national, online survey was launched in 2008 to meet the growing need for reliable alumni outcomes data, as articulated by arts training institutions across the country. The survey draws generalizable insights about "artists" with postsecondary degrees (as defined by Classification of Instructional Programs (CIP) codes) in arts, design, and media fields. Alumni of independent arts and design colleges, conservatories, and arts schools and departments within comprehensive colleges and universities are surveyed.

SNAAP's survey was successfully relaunched in 2022 with numerous changes to its design, methodology, and administration. This included a probabilistic sampling frame to ensure a more representative sample; a more inclusive recruitment process to secure a more diverse group of institutions' participation in SNAAP; and a revised survey questionnaire to expand on important substantive areas and improve the respondent's experience completing the questionnaire. The revised questionnaire gave new attention to alumni's "sense of belonging" at their educational institution; the impact of the COVID-19 pandemic on their lives and careers; and paying for postsecondary arts education.

Mathematica conducted a field test for the Assessing the Implementation and Cost of High Quality Early Care and Education (ICHQ) Project. The goals of the field test were to:

• Refine implementation measures to further improve and establish their psychometric properties
• Refine cost measures to identify costs associated with each key function and across ages of children
• Test the associations between implementation, cost, and quality measures.

The research team recruited a purposive sample of 80 centers in Arizona, Arkansas, Colorado, and Pennsylvania to participate in the field test and conducted data collection from April to December 2021. Implementation interviews (DS2) were conducted by phone with either one or a few key staff who knew the most about the center's operations and educational program. Cost data (DS5) were collected in an electronic spreadsheet by staff who knew the most about each center's finances. A web-based time-use survey collected information about how all teaching staff and select center administrators spend their time in activities related to providing early care and education services (DS3). The research team also conducted a center engagement interview to gather information about center characteristics (DS1), and an additional survey of all teaching staff (the same respondents identified for the time-use survey) to assess their perceptions of center practices and the work environment (DS4).

The purpose of this project was to better understand how to improve children's transitions from Head Start programs to elementary schools. Central to this project was a systems approach that recognizes that effective transitions require intentional engagement from both the sending programs (Head Start) and the receiving programs (elementary schools). This approach also recognized that transition strategies and practices must be implemented at multiple levels - among classroom teachers in Head Start and kindergarten, families, elementary school principals and Head Start directors, Head Start grantees and school districts, and state and federal agencies. Specifically, the project aimed to explore the definition of "successful transitions" by addressing the following research questions:

1. What strategies and practices are Head Start programs implementing to support children as they transition from Head Start to kindergarten? What is the content, quality, and quantity of these strategies and practices? How are they experienced by children, families, teachers, and other direct service providers?
2. What characterizes relationships/partnerships among Head Start programs, elementary schools, and other community partners that support children's successful transitions from Head Start to kindergarten? What are the specific facilitators of, and barriers to, successful transitions?
3. What are the key perceived short- and long-term outcomes of transition strategies and practices for children, families, Head Start teachers, and kindergarten teachers? What are the key contextual factors and mechanisms that result in these key perceived outcomes?

This project included several key tasks, including a review of the knowledge base, the development of a theory of change, a scan of existing measures and data sources to determine alignment with the theory of change, the development of new measures based on gaps identified in the measures scan, and the implementation of a comparative multi-case study.

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 National Center for Early Development and Learning (NCEDL) Multi-State Study of Pre-Kindergarten examined the pre-kindergarten programs of six states: California, Illinois, New York, Ohio, Kentucky, and Georgia. For this study, pre-kindergarten (pre-k) included center-based programs for four-year-olds that are fully or partially funded by state education agencies and that are operated in schools or under the direction of state and local education agencies.

The study had two primary purposes:

1. To describe the variations of experiences for children in pre-kindergarten and kindergarten programs in school-related settings (public schools and state-funded pre-k classrooms in community-based settings), and

2. To examine the relationships between variations in pre-kindergarten/kindergarten experiences and children's outcomes in early elementary school.

The study addressed six primary groups of research questions:

1. What is the nature and distribution of education and experience of teachers and teacher assistants in pre-k public school programs?

2. What is the nature and distribution of global quality and specific practices in key areas such as literacy, math, and teacher-child relationships in a diverse sample of pre-k public school programs for four-year-olds as well as in a similarly diverse sample of kindergarten classes?

3. How do quality and practices vary as a result of child and teacher characteristics (e.g., child gender, race, home language, family income, and teacher's years of education) and classroom, program, community, and state structural variables (e.g., teacher-child ratio, funding base of the program, teacher salary, and degree of state regulation) for children with different demographic characteristics (e.g., race, gender, home language, and family income)?

4. Do quality and practice vary in relation to combinations of these variables? For example, are quality and practice a function of family poverty and teacher pay or education?

5. Can children's outcomes at the end of their pre-kindergarten year be predicted by the children's experiences in pre-k programs? Are the various dimensions of quality and/or practice differentially related to outcomes? Are these relationships constant across a population of children with different characteristics (e.g., race, gender, home language, and family income)?

6. Do pre-kindergarten program quality and practices predict children's transitions to kindergarten and children's skills at the end of the kindergarten year? Are these transitions moderated by children's characteristics, like race, gender, and family income?

The six states in the study were selected based on the significant amount of resources they have committed to pre-k initiatives. States were also selected to maximize the diversity in geography, program settings (public school or community), program intensity (full day versus part day), and educational requirements for teachers. Within each state, a random sample of 40 centers/schools was selected. One classroom in each center/school was selected at random for observation, and four children in each classroom were selected for individual assessment. The children were followed from the beginning of pre-k through the end of kindergarten. In five of the six states, families were also visited in their homes.

1. Classroom Services and Specific Instructional Practices

   Within the 40 classrooms in each participating state, carefully trained data collectors conducted classroom observations twice each year, while additional surveys were used to gather information from administrators/principals, teachers, and parents. Data were gathered on program services, (e.g., healthcare, meals, and transportation), program curriculum, teacher training and education, teachers' opinions of child development, and their instructional practices on subjects such as language, literacy, mathematics concepts, and social-emotional competencies. Data were also collected as to what types of steps were taken to aid children in their transitions from pre-k to kindergarten.

2. Children

   Within each participating pre-k classroom, four randomly selected children were assessed using a battery of individual instruments to measure language, literacy, mathematics, and related concept development, as well as social competence. A panel of expert reviewers aided the researchers in selecting a variety of standardized and nonstandardized assessments. The pre-k child assessments were conducted in the fall and spring of 2001-2002. The same children were followed into kindergarten and assessed in the fall and spring of 2002-2003 to examine whether specific practices employed by pre-k teachers made a difference in their transitions to kindergarten.

3. Families

   In individual home-based interviews, information on socio-economic, socio-cultural, and familial contexts were obtained through open-ended questions, structured ratings, and videotaped parent-child interactions. Specifically, parents were asked about (1) family life as it relates to socio-economic status and socio-cultural environment, (2) family educational practices and beliefs about the comparative roles of school and family in educating children, (3) the nature and quality of the home-school relationship, and (4) their own ratings of their children's psychological development and social competence.

Demographic information collected includes race, gender, family income, and mother's education level.

The above information pertains to the Main Child Level Public-Use Version and the Main Child Level Restricted-Use Version. From these main datasets, subsets were created at the classroom level for Pre-Kindergarten (Pre-K Classroom Level Public-Use Version and Pre-K Classroom Level Restricted-Use Version) and for Kindergarten (Kindergarten Classroom Level Public-Use Version and Kindergarten Classroom Level Restricted-Use Version).

With support from the Andrew W. Mellon Foundation, the goal of the Supporting Practice in the Arts, Research, and Curricula (SPARC) research project is to highlight the role of the arts in research universities and to support new modes of practice across the arts, research, curricula.

Using open-ended interviewee responses as the primary data source, combined with other sources of evidence and secondary research, the project explores the models, obstacles, implementation strategies, costs, and impact of arts-integrative practices on research, teaching, and promotion.

From 2012-2015, the Alliance for the Arts in Research Universities (a2ru) conducted a baseline data collection effort and study of 46 universities and including over 900 interviews. The goal was to discover the models, obstacles, implementation strategies, costs, and impact of arts integrative practices on research, teaching, and learning in higher education.

Following from the Phase I data collection, Phase II of SPARC Project (2015-2018) seeks to synthesize and disseminate the research findings.

The Criminal Justice Drug Abuse Treatment Studies 2 (CJ-DATS 2) was launched in 2008 with a focus on conducting implementation research in criminal justice settings. NIDA's ultimate goal for CJ-DATS 2 was to identify implementation strategies that maximize the likelihood of sustained delivery of evidence-based practices to improve offender drug abuse and HIV outcomes, and to decrease their risk of incarceration.

CJ-DATS 2 HIV Services Treatment Implementation in Corrections focused on implementing interventions to address the HIV continuum of care in correctional settings. There are 5 datasets associated with this study.

-Dataset 1 (DS1) contains data aggregated at the correction facility level that examines delivery of HIV services in the experimental and control study groups (215 cases).

-Dataset 2 (DS2) and Dataset 3 (DS3) detail survey responses from correctional staff about how the HIV services were changed and/or implemented at their facilities (DS2 has 68 cases and DS3 has 85 cases).

-Dataset 4 (DS4) contains survey responses from inmates about their perceptions of the HIV services provided at facilities in which they are incarcerated (2,301 cases).

-Dataset 5 (DS5) contains data merged together by the principal investigator from several surveys given to treatment staff, treatment directors, correctional officers and correctional directors. This dataset includes demographic information, staff perceptions of their work environment, perceptions of HIV infected individuals, evaluations of HIV workshops and perceptions of the delivery of HIV services at their facility (385 cases).

These 5 datasets contain a total of 889 variables.

The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships.

Study Goals

The CLS is guided by four major goals:

1. To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development.
2. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade).
3. To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds.
4. To investigate the contributions to children's educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes.

Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children's education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children's patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999).

The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children's preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated.

A second unique feature of the CLS is that although the project concerns child development, an emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment.

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 National Center for Early Development and Learning (NCEDL) combined the data of two major studies in order to understand variations among state-funded pre-kindergarten (pre-k) programs and in turn, how these variations relate to child outcomes at the end of pre-k and in kindergarten. The Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs (SWEEP) Study provide detailed information on pre-kindergarten teachers, children, and classrooms in 11 states. By combining data from both studies, information is available from 721 classrooms and 2,982 pre-kindergarten children in these 11 states.

Pre-kindergarten data collection for the Multi-State Study of Pre-Kindergarten took place during the 2001-2002 school year in six states: California, Georgia, Illinois, Kentucky, New York, and Ohio. These states were selected from among states that had committed significant resources to pre-k initiatives. States were selected to maximize diversity with regard to geography, program settings (public school or community setting), program intensity (full-day vs. part-day), and educational requirements for teachers. In each state, a stratified random sample of 40 centers/schools was selected from the list of all the school/centers or programs (both contractors and subcontractors) provided to the researchers by each state's department of education.

In total, 238 sites participated in the fall and two additional sites joined the study in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2002, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher.

Pre-kindergarten data collection for the SWEEP Study took place during the 2003-2004 school year in five states: Massachusetts, New Jersey, Texas, Washington, and Wisconsin. These states were selected to complement the states already in the Multi-State Study of Pre-K by including programs with significantly different funding models or modes of service delivery. In each of the five states, 100 randomly selected state-funded pre-kindergarten sites were recruited for participation in the study from a list of all sites provided by the state.

In total, 465 sites participated in the fall. Two sites declined to continue participation in the spring, resulting in 463 sites participating in the spring. Participating teachers helped the data collectors recruit children into the study by sending recruitment packets home with all children enrolled in the classroom. On the first day of data collection, the data collectors determined which of the children were eligible to participate. Eligible children were those who (1) would be old enough for kindergarten in the fall of 2004, (2) did not have an Individualized Education Plan, according to the teacher, and (3) spoke English or Spanish well enough to understand simple instructions, according to the teacher.

Demographic information collected across both studies includes race, teacher gender, child gender, family income, mother's education level, and teacher education level.

The researchers also created a variable for both the child-level data and the class-level data which allows secondary users to subset cases according to either the Multi-State or SWEEP study.

The National Household Education Survey (NHES) reports on the condition of education in the United States by collecting data at the household level rather than using a traditional, school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship.

This survey included three topical survey components.

• The Early Childhood Program Participation Survey addressed the nonparental care and program participation of preschool children, that is, children from birth through age six and not yet enrolled in kindergarten or higher grades. The survey collected information on all of the child's current, regular care arrangements, such as care by a relative or by someone not related to the child, in a private home as well as at a day care center or preschool, including Head Start. Information was collected about the number of hours per week or per month that the child received nonparental care, as well as parental perceptions of the factors associated with choosing such care. Other information was collected on topics such as educational activities at home, emerging literacy and numeracy, the child's characteristics (including health and disability status), and parent/guardian and household characteristics. Interviews were completed with parents of 7,209 preschool children.

• The After-School Programs and Activities Survey focused on children enrolled in kindergarten through eighth grade who were aged 15 years or younger. Parents reported on the after-school arrangements in which their children participated, including care by relatives or nonrelatives in a private home, after-school programs in schools or centers, activities that might provide adult supervision in the after-school hours, and children's self-care. Other information includes reasons for choosing parental care, the child's characteristics (including health and disability status), and parent/guardian and household characteristics. Interviews were conducted with the parents of 11,684 students.

• The Adult Education Survey measured participation in the following types of formal educational activities: English as a Second Language (ESL), basic skills and General Education Development (GED) preparation courses, college or university degree or certificate programs, vocational or technical diploma programs, apprenticeship programs, courses or training for work-related reasons, and personal-interest classes or courses. In addition, information was collected on participation in informal learning activities for personal interest. The survey also gathered information on employer support for educational activities. Detailed information about educational attainment, employment, and household characteristics was also collected from both participants and nonparticipants. Adults aged 16 and older who were not enrolled in twelfth grade or below, who were noninstitutionalized, and who were not serving on active military duty were eligible for this survey. Interviews were completed with 8,904 respondents, 4,732 of whom had participated in formal educational activities in the past year and 4,172 of whom had not.

The Partnership Impact Research Project is a three-year study designed to assess the nature of early education partnerships among Head Start, pre-kindergarten (pre-k), child care, and early care and education programs and their influence on child care quality and access to services. The project analyzes qualitative data in an existing database that was collected by the Quality in Linking Together (QUILT) Early Education Partnerships initiative. The QUILT database was designed to provide training and technical assistance in the development and sustainment of partnerships to professionals across the nation, including early care and education providers and state leaders. It is divided into two sections: state-level and local provider-level information. Both sections contain narratives, factual data, and documents. Additionally, the project collected new quantitative and qualitative data from randomly selected child care and Head Start providers in Ohio to study the influence of partnerships on the quality of and access to services.

The Partnership Impact Research Project explored questions about partnerships and their impact on child care and parents while attempting to determine whether state actions could influence both the development of provider-level partnerships and the processes partnerships engage in to sustain their work. Specifically, the study was designed to address the following objectives:

1. Conduct a qualitative analysis of data in an existing database to assess the nature of partnerships and state actions to support partnerships.
2. Conduct a longitudinal study that uses a quasi-experimental design and involves original data collection at three points in time to learn about the impact of partnerships on child care center quality, child care classroom quality, and accessibility of services for parents.
3. Develop detailed reports and research briefs, tailored to specific audiences such as legislators, administrators, and providers, that translate research findings into practical information that addresses questions frequently asked about child care partnerships.
4. Disseminate research reports and briefs through established networks of policy makers and practitioners, using their organizations' Web sites and publications.

The six datasets associated with this data collection are summarized below:

1. Child Care Center Data -- contains information on a variety of aspects about a child care center from the director's point of view with many focused questions aimed at the preschool population and an overview of the child care center as a whole. This dataset provides information about the population being served, services provided, teacher ratios, teacher training and education, annual budgets, funding sources, and other major aspects of a child care center in order to achieve an understanding of quality.
2. Child Care Center Partnership Data -- contains information about the child care partnership with the Head Start Agency that provides their services. There are five sections: funding sources, origins of the partnership, resources, nature of the partnership, and benefits/challenges. Information about how the partnership began, what the centers' role is, what services are provided, and a variety of general questions that inform others about the nature of the partnership are available in this dataset.
3. Head Start Background Data -- contains background information about a Head Start Agency that partners with child care centers and other information related to budget, funding sources, number of children served, and Head Start program organization.
4. Head Start Partnership Data -- a companion to the Head Start Background data, this dataset contains information about the specific partnership with each child care center the agency is involved with. There are four sections: background information, teacher training/professional development, services, and director information. Additionally, information on how the partnership began, what the agency's role is, what services are provided, and other general questions about the partnership is available.
5. Parent Data -- contains information on parents' views of the child care center that their preschooler attends. This dataset provides information about the population being served including home/school connection, how a parent views the classroom and the care being provided by the center, and the services available to both the child and parent through the center.
6. Teacher Data -- contains information about teachers' views of the child care center where they are employed. This dataset provides information about the population being served, services provided, teacher ratios, teacher training and education, and teacher experience in order to achieve an understanding of quality.