American Indian and Alaska Native Head Start Family and Child Experiences Survey
AI/AN FACES
1 other identifier
observational
1,194
1 country
1
Brief Summary
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 (AI/AN FACES), the first national study of Region XI AI/AN Head Start children and families, is designed to fill this information gap. For more information on FACES, please refer to the ClinicalTrials.gov ID NCT03705377.
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P75+ for all trials
Started Oct 2014
1 active site
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
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Study Timeline
Key milestones and dates
Study Start
First participant enrolled
October 1, 2014
CompletedPrimary Completion
Last participant's last visit for primary outcome
June 30, 2016
CompletedStudy Completion
Last participant's last visit for all outcomes
June 30, 2016
CompletedFirst Submitted
Initial submission to the registry
October 12, 2017
CompletedFirst Posted
Study publicly available on registry
February 15, 2019
CompletedOctober 8, 2019
February 1, 2019
1.7 years
October 12, 2017
October 4, 2019
Conditions
Keywords
Outcome Measures
Primary Outcomes (16)
English proficiency
Children's English language proficiency was assessed during week-long site visits using Preschool Language Assessment Survey (preLAS 2000): Simon Says and Art Show. See Duncan and DeAvila for more information on the scores and technical properties. Duncan, S.E., and E. DeAvila. Preschool Language Assessment Survey 2000 Examiner's Manual: English Forms C and D. Monterey, CA: CTB/McGraw-Hill, 1998.
1 year
Language-English receptive vocabulary
Indicators of language were assessed during week-long site visits using Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4). See Dunn and Dunn 2006 for more information on the scores and technical properties. Dunn, L. M., \& Dunn, D. M. Peabody Picture and Vocabulary Test, Fourth Edition. Examiner's Manual and Norms Booklet. Circle Pines, MN: American Guidance Service, 2006.
1 year
Language-Expressive vocabulary
Indicators of language were assessed during week-long site visits using Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4). See Martin and Brownell 2011 for more information on the scores and technical properties. EOWPVT-4: Martin, N., and R. Brownell. "Expressive One-Word Picture Vocabulary Test-4th Edition." Novato, CA: Academic Therapy Publications, 2011.
1 year
Literacy-Letter word knowledge/early writing
Indicators of literacy were assessed during week-long site visits using Woodcock-Johnson III Tests of Achievement-Third Edition (Spelling, Letter-Word Identification). Please see Woodcock et al. 2001 for more information on the scores and technical properties. Woodcock, R. W., McGrew, K. S. \& Mather, N. (2001). Woodcock-Johnson III Tests of Achievement, Itasca, IL: Riverside Publishing, 2001.
1 year
Literacy-Letter sounds knowledge
Indicators of literacy were assessed during week-long site visits using ECLS-B Letter Sounds. Please see Snow et al. 2007 for more information on the scores and technical properties. Snow, K., L. Thalji, A. Derecho, S. Wheeless, J. Lennon, S. Kinsey, J. Rogers, M. Raspa, and J. Park. "Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Preschool Year Data File User's Manual (2005-06)." NCES 2008-024. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2007.
1 year
Mathematics
Indicators of mathematics were assessed during week-long site visits using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool mathematics assessment of children's understanding of relative size, ordinal numbers, and pattern matching; number recognition; and the children's ability to count, recognize shapes, add, and solve word problems. Please see Snow et al. 2007 for more information on the scores and technical properties. Snow, K., L. Thalji, A. Derecho, S. Wheeless, J. Lennon, S. Kinsey, J. Rogers, M. Raspa, and J. Park. "Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Preschool Year Data File User's Manual (2005-06)." NCES 2008-024. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2007.
1 year
Mathematics
Indicators of mathematics were assessed during week-long site visits using the Woodcock-Johnson III Tests of Achievement-Third Edition (Applied Problems Test). Please see Woodcock et al. 2001 for more information on the scores and technical properties. Woodcock, R. W., McGrew, K. S. \& Mather, N. (2001). Woodcock-Johnson III Tests of Achievement, Itasca, IL: Riverside Publishing, 2001.
1 year
Children's physical health
Indicators of physical well-being were assessed by weighing (using kilograms) and measuring children's height (using centimeters), and using these measurements to calculate Body Mass Index (BMI).
1 year
General health status
Indicators of physical well-being were assessed by parent report to a survey item on if child's health is excellent, very good, good, fair, or poor.
1 year
Executive function
Indicators of executive function were assessed by a pencil-tapping task that requires the child do the opposite of what the assessor says (that is, tap one time when the assessor taps two times and tap two times when the assessor taps one time). Pencil Tapping provides an objective assessment of children's self-regulation, particularly inhibitory control and working memory. See Blair 2002 for example for more information on the task. Blair, C. "School Readiness: Integrating Cognition and Emotion in a Neurobiological Conceptualization of Children's Functioning at School Entry." American Psychologist, vol. 57, 2002, pp. 111-127.
1 year
Social-emotional development
Indicators of social-emotional development were assessed using teacher report of several items on children's positive and problem behaviors. Please see the AI/AN FACES 2015 User's Manual (Malone et al. 2018) for more information on the scores and technical information. Malone, L., A. Kopack Klein, S. Bernstein, B. Carlson, S. Albanese, A. Bloomenthal, J. Baker, M. Cavanaugh, M. Reid, K. Feeney, R. Sutton-Heisey, M. Hepburn, A. Kelly, and G. Lim. "American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015) User's Manual." Report submitted to the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation. Washington, DC: Mathematica Policy Research, 2018.
1 year
Social-emotional development-cognitive/social behaviors
Indicators of social-emotional development were assessed using assessor report children's cognitive/social behaviors during the assessment time, using the Leiter-R Examiner Ratings. The Leiter-R comprises eight subscales that examine children's approach to the assessments, their engagement with the materials, and their ability to attend to and regulate their physical and emotional responses during the assessment tasks. Please see Roid and Miller 1997 for more information on the scores and technical properties. Roid, G.H., and L.J. Miller. Leiter International Performance Scale Revised, Examiner Rating Scale (Leiter-R). Lutz, FL: Psychological Assessment Resources, Inc., 1997.
1 year
Social-emotional development - Approaches to learning
Indicators of social-emotional development were assessed using teacher report of approaches to learning using the Early Childhood Longitudinal Study - Kindergarten Class of 1998 (ECLS-K). The items assess a child's motivation, attention, organization, persistence, and independence in learning. Please see U.S. Department of Education 2002 for more information on the scores and technical properties. U.S. Department of Education, National Center for Education Statistics. "Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), Psychometric Report for Kindergarten through First Grade." NCES 2002-05. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 2002.
1 year
Classroom quality-teacher child interactions
Indicators of classroom quality were assessed using the the PreK Classroom Assessment Scoring System. The Pre-K CLASS assesses the qualities of interactions between teachers and students in classrooms and measures aspects of interactions related to children's early academic achievement and social competencies. Please see Pianta et al. 2008 for more information on the scores and technical properties. Pianta, Robert, K. LaParo, and B. Hamre. The Classroom Assessment Scoring System Pre-K Manual. Charlottesville, VA: University of Virginia, 2008.
One-day observation in March-May 2016
Classroom quality-global classroom environment
Indicators of classroom quality were assessed using a shortened form of the Early Childhood Environment Rating Scale-Revised (ECERS-R), a global rating of classroom quality based on structural features of the classroom (Harms et al. 2005). The items in the short form represent the strongest 21 items identified by researchers in a large-scale study (Clifford et al. 2005). Please see Harms et al. 2005 and Clifford et al. 2005 for more information on the scores and measure technical properties. Harms, T., R.M. Clifford, and D. Cryer. Early Childhood Environment Rating Scale: Revised Edition. New York: Teachers College Press, 2005. Clifford, Richard, Oscar Barbarin, Florence Chang, Diane M. Early, Donna Bryant, Carollee Howes, Margaret Burchinal, and Robert Pianta. "What Is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs." Applied Developmental Science, vol. 9, no. 3, 2005, pp. 126-143.
One-day observation in March-May 2016
Classroom quality-Native cultural and language experiences
Indicators of Native culture and language were assessed using Included a cultural items checklist on the presence and use of items such as cultural and Native language books or Native musical instruments, and a set questions on whether storytelling occurred, whether a tribal language was used, and whether any other activities exposed children to tribal culture during the observation.
One-day observation in March-May 2016
Study Arms (1)
Region XI Head Start children and families
children (1049) parents (1049) classrooms/teachers (73) program directors (21) center directors (36)
Eligibility Criteria
Region XI Head Start children (and their families), Region XI Head Start programs, Region XI Head Start centers, Region XI Head Start classrooms/teachers
You may qualify if:
- \- The Region XI AI/AN Head Start programs participating in AI/AN FACES were a probability sample selected from among 147 study-eligible programs on the 2012-2013 Head Start Program Information Report (PIR). To be eligible for the study, a program had to be providing services directly to children ages 3 to 5, and not be in imminent danger of losing its grantee status. Probability samples of centers were selected within each program, classrooms within each center, and children within each classroom. Teachers associated with selected classrooms were included in the study with certainty, as were parents associated with selected children.
You may not qualify if:
- \- Head Start programs in Regions I through X and Migrant and Seasonal Head Start (Region XII) were not eligible for AI/AN FACES. Other ACF studies (FACES-NCT03705377 and MSHS-NCT03116243) focus on those programs.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Study Sites (1)
Mathematica Policy Research
Washington D.C., District of Columbia, 20002, United States
Related Links
Study Officials
- STUDY DIRECTOR
Lizabeth Malone, Ph.D.
Mathematica Policy Research
- PRINCIPAL INVESTIGATOR
Nikki Aikens, Ph.D.
Mathematica Policy Research
- PRINCIPAL INVESTIGATOR
Louisa Tarullo, Ed.D.
Mathematica Policy Research
Study Design
- Study Type
- observational
- Observational Model
- OTHER
- Time Perspective
- CROSS SECTIONAL
- Sponsor Type
- OTHER
- Responsible Party
- SPONSOR
Study Record Dates
First Submitted
October 12, 2017
First Posted
February 15, 2019
Study Start
October 1, 2014
Primary Completion
June 30, 2016
Study Completion
June 30, 2016
Last Updated
October 8, 2019
Record last verified: 2019-02
Data Sharing
- IPD Sharing
- Will share
- Shared Documents
- STUDY PROTOCOL
- Time Frame
- Data are available for AI/AN FACES 2015 at ResearchConnections.org.
- Access Criteria
- Access to AI/AN FACES 2015 data is limited to individuals working in institutions of higher education or research organizations. In addition to completing the Inter-university Consortium for Political and Social Research (ICPSR) standard application, researchers must complete additional requirements in order to obtain access to the AI/AN FACES 2015 data.
The AI/AN FACES study team prepared a restricted-use data file and documentation so that future researchers may use the data to replicate findings and explore new areas of inquiry.