American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES) ((AI/AN FACES))

November 19, 2020 updated by: Mathematica Policy Research, Inc.

American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2019)

The Head Start Family and Child Experiences Survey (FACES) has been a major source of information on Head Start programs and the children and families these programs serve since 1997, but has historically not included Region XI (programs that serve federally recognized American Indian and Alaska Native tribes). AI/AN FACES 2019 builds on AI/AN FACES 2015 (NCT03842111), which was the first national study of Region XI Head Start children and families, to continue to collect information on key Head Start program performance measures.

Study Overview

Status

Completed

Detailed Description

The Head Start Family and Child Experiences Survey (FACES) has been a major source of information on Head Start programs and the children and families the programs serve since 1997, but has historically not included Region XI (programs that serve federally recognized American Indian and Alaska Native tribes). AI/AN FACES 2019 builds on AI/AN FACES 2015, which was the first national study of Region XI Head Start children and families, to continue to collect information on key Head Start program performance measures.

The design and execution of AI/AN FACES has been informed by close collaboration with members of the AI/AN FACES Workgroup which includes Region XI Head Start program directors, researchers with experience working with AI/AN 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 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. 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.

AI/AN FACES 2019 provides the mechanism for collecting data on a nationally representative probability sample in Region XI to learn what progress Head Start has made toward meeting program performance goals and provide valid and reliable information to federal, local, and tribal stakeholders. AI/AN FACES 2019 focuses on children and families to describe the school readiness skills, family characteristics, and Head Start experiences of these children, with a focus on Native culture and language. The investigators will collect information on programs and classrooms to provide context for children's experiences. Data collection with Region XI children, families, classrooms, and programs will take place in the Fall of 2019 and the Spring of 2020.

Study Type

Observational

Enrollment (Actual)

1289

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

    • District of Columbia
      • Washington, District of Columbia, United States, 20002
        • Mathematica Policy Research

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

3 years and older (Child, Adult, Older Adult)

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Sampling Method

Probability Sample

Study Population

Region XI Head Start children (and their families), Region XI Head Start programs, Region XI Head Start centers, Region XI Head Start classrooms/teachers

Description

Inclusion Criteria:

  • The Region XI AI/AN Head Start programs participating in AI/AN FACES were a probability sample selected from among 146 study-eligible programs on the 2016-2017 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.

Exclusion Criteria:

  • 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-NCT03971435 and MSHS-NCT03116243) focus on those programs.

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

Cohorts and Interventions

Group / Cohort
Region XI Head Start children and families
children (800) parents (800) classrooms/teachers (80) program directors (22) center directors (37)

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
English proficiency
Time Frame: 1 year

Children's English language proficiency will be 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
Time Frame: 1 year

Indicators of language will be assessed during week-long site visits using Peabody Picture Vocabulary Test-Fifth Edition (PPVT-5). See Dunn 2019 for more information on the scores and technical properties.

Dunn, D. M. Peabody Picture Vocabulary Test, Fifth Edition. Examiner's Manual and Norms Booklet. Bloomington, MN: NCS Pearson, Inc., 2019.

1 year
Language-Expressive vocabulary
Time Frame: 1 year

Indicators of language will be assessed during week-long site visits using Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4). See Martin and Brownell 2010 and Martin 2012 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, 2010.

1 year
Literacy-Letter word knowledge
Time Frame: 1 year

Indicators of literacy will be assessed during week-long site visits using Letter-Word Identification Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 for more information on the scores and technical properties.

Schrank, F., K. McGrew, and N. Mather. Woodcock-Johnson IV Tests of Cognitive Abilities and Achievement. Boston, MA: Houghton Mifflin Harcourt, 2014.

1 year
Literacy-early writing
Time Frame: 1 year

Indicators of literacy will be assessed during week-long site visits using Spelling Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 for more information on the scores and technical properties.

Schrank, F., K. McGrew, and N. Mather. Woodcock-Johnson IV Tests of Cognitive Abilities and Achievement. Boston, MA: Houghton Mifflin Harcourt, 2014.

1 year
Literacy-Letter sounds knowledge
Time Frame: 1 year

Indicators of literacy will be assessed during week-long site visits using Early Childhood Longitudinal Study - Birth Cohort PreK version (ECLS-B) Phonemic Awareness/Letter Sounds. Please see Snow et al. 2007 for more information on the scores and technical properties. Selected items to be used to complement the Woodcock Johnson Letter Word Identification. These assessment instruments are not available for use by other investigators without special arrangements with the National Center for Education Statistics (NCES).

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
Time Frame: 1 year
8. Indicators of mathematics will be assessed during week-long site visits using the Early Childhood Longitudinal Study-Birth Cohort PreK (ECLS-B) version 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.
1 year
Mathematics
Time Frame: 1 year

Indicators of mathematics will be assessed during week-long site visits using the Woodcock-Johnson IV Tests of Achievement-Fourth Edition Applied Problems Test. Please see Schrank et al. 2014 for more information on the scores and technical properties.

English version: Schrank, F., K. McGrew, and N. Mather. Woodcock-Johnson IV Tests of Cognitive Abilities and Achievement. Boston, MA: Houghton Mifflin Harcourt, 2014.

1 year
Children's physical health
Time Frame: 1 year
Indicators of physical well-being will be assessed by weighing (using kilograms) and measuring children's height (using centimeters), and combining these measurements to calculate Body Mass Index (BMI) in in kg/m^2.
1 year
General health status
Time Frame: 1 year
Indicators of physical well-being will be 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
Time Frame: 1 year

Indicators of executive function will be assessed by the Minnesota Executive Function Scale (MEFS). The MEFS is a standardized and adaptive assessment administered on a touch-screen tablet with child-friendly graphics, avatars, and child-directed instructions. The MEFS provides an objective assessment of children's self-regulation, particularly cognitive flexibility, working memory, and inhibitory control.

See Carlson and Zelazo 2014 for more information on the task. Carlson, S. M., & Zelazo, P. D. (2014). Minnesota Executive Function Scale: Test Manual. Reflection Sciences, Inc. St. Paul, MN.

1 year
Social-emotional development
Time Frame: 1 year

Indicators of social-emotional development will be assessed using teacher report of several items on children's positive and problem behaviors. Please see the FACES 2014 User's Manual (Kopack Klein et al. 2017) for more information on the scores and technical information.

Kopack Klein, A., B. Lepidus Carlson, N. Aikens, A. Bloomenthal, J. West, L. Malone, E. Moiduddin, M. Dang, M. Hepburn, S. Skidmore, S. Bernstein, A. Kelly, F. Hurwitz, A. Edwards, H. Zhou, and G. Lim. "Head Start Family and Child Experiences Survey (2014) 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, 2017.

1 year
Social-emotional development-cognitive/social behaviors
Time Frame: 1 year

Indicators of social-emotional development will be assessed using assessor report children's cognitive/social behaviors during the assessment time, using the Leiter International Performance Scale-Third Edition Examiner Rating Scale. The Leiter 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 et al. 2013 for more information on the scores and technical properties.

Roid, G.H., L.J. Miller, M. Pomplu, and C. Koch. Leiter International Performance Scale-3rd Edition. Wood Dale, IL: Stoelting, 2013.

1 year
Social-emotional development - Approaches to learning
Time Frame: 1 year

Indicators of social-emotional development will be 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
Time Frame: One-day observation in March-May 2020

Indicators of classroom quality will be 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 2020
Classroom quality-global classroom environment
Time Frame: One-day observation in March-May 2020

Indicators of classroom quality will be 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 2020
Classroom quality-Native cultural and language classroom observation
Time Frame: One-day observation in March-May 2020

In AI/AN FACES 2019, children's exposure to Native cultural and language experiences during the classroom observation will be documented using the Native Culture & Language in the Classroom Observation (NCLCO). The NCLCO was developed for AI/AN FACES 2015 and adapted for 2019, both with the guidance of the study Workgroup.

The AI/AN FACES 2015 Workgroup. "Native Culture & Language in the Classroom Observation." Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, 2019.

One-day observation in March-May 2020

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Investigators

  • 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

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (Actual)

September 1, 2019

Primary Completion (Actual)

July 17, 2020

Study Completion (Actual)

July 17, 2020

Study Registration Dates

First Submitted

May 28, 2019

First Submitted That Met QC Criteria

August 2, 2019

First Posted (Actual)

August 6, 2019

Study Record Updates

Last Update Posted (Actual)

November 20, 2020

Last Update Submitted That Met QC Criteria

November 19, 2020

Last Verified

November 1, 2020

More Information

Terms related to this study

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

YES

IPD Plan Description

In the future, AI/AN FACES 2019 archived data will be available for access.

IPD Sharing Time Frame

Data will become available within 2 years of the end of the study.

IPD Sharing Access Criteria

Access to AI/AN FACES 2019 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 2019 data.

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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