Head Start ParticipationAI/AN FACESNCT03842111
American Indian and Alaska Native Head Start Family and Child Experiences Survey
An observational study of Head Start Participation, run by Mathematica Policy Research, Inc. at 1 site in United States.
Trial 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… Read more about this study
- Who is it for?
- Ages 3 years and older
- Conditions the study is for
- Head Start Participation
- How many people
- 1,194 participants
- Where
- 1 siteUnited States
- Study dates
- 1 Oct 2014to 30 Jun 2016
- Phase
- Observational
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 3 years and older
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
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
Who may be able to join
- 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.
Who cannot join
- 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.
Trial locations and contacts
1 site in 1 country.
United States1 site
Mathematica Policy Research
Washington D.C., District of Columbia, 20002
About this study
Official title: American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES)
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.
Read the detailed description
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.
The design of AI/AN FACES has been informed by members of the AI/AN FACES 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 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 Office of Head Start (OHS) tribal consultations, nationally-broadcast webinars, National Indian Head Start Directors' Association Board of Directors (NIHSDA) annual conferences, the 2016 Administration for Children and Families (ACF) National Research Conference on Early Childhood, and the Secretary's Tribal Advisory Council (STAC) December 2014 and 2016 meetings.
- Conditions
- Head Start Participation
- Keywords
- Alaska natives, child care, child development, child health, child rearing, children, curriculum, early childhood education, families, Head Start, Native Americans, parenting skills, parents, programs, school readiness, teachers
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
| Study group | Role | What they receive |
|---|---|---|
| Region XI Head Start children and families | children (1049) parents (1049) classrooms/teachers (73) program directors (21) center directors (36) |
What is being measured
The primary outcome is the main question the study is designed to answer.
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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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).
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: 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.
Measured: One-day observation in March-May 2016
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Feb 2019
- Study start1 Oct 2014
- Primary completion30 Jun 2016
- Study completion30 Jun 2016
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Head Start ParticipationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Observational
- Observational model
- Other
- Time perspective
- Cross-sectional
- Enrolment
- 1,194 participants (actual)
Sponsor and investigators
- Lead sponsor
- Mathematica Policy Research, Inc.
- Sponsor type
- University, hospital or other
- Collaborators
- Children's Bureau - Administration for Children and Families, Tribal Early Childhood Research Center, Department of Health and Human Services, Office of Planning, Research & Evaluation
- Responsible party
- Sponsor
- Investigators
- Lizabeth Malone, Ph.D., Study director, Mathematica Policy ResearchNikki Aikens, Ph.D., Principal investigator, Mathematica Policy ResearchLouisa Tarullo, Ed.D., Principal investigator, Mathematica Policy Research
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT03842111
- Sponsor's protocol ID
- 40290B
- Acronym
- AI/AN FACES
- Status last verified
- Feb 2019
- First submitted
- 12 Oct 2017
- Last updated
- 8 Oct 2019
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: 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.
Study at a glance
From the registry record, last updated by the sponsor on 8 Oct 2019. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES)
- ClinicalTrials.gov ID
- NCT03842111
- Acronym / sponsor ID
- AI/AN FACES / 40290B
- Conditions
- Head Start Participation
- Keywords
- Alaska natives, child care, child development, child health, child rearing, children, curriculum, early childhood education
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 1,194 participants (actual)
- Lead sponsor
- Mathematica Policy Research, Inc.University, hospital or other
- Collaborators
- Children's Bureau - Administration for Children and Families, Tribal Early Childhood Research Center, Department of Health and Human Services, Office of Planning, Research & Evaluation
- Study start
- 1 Oct 2014 (actual)
- Primary completion
- 30 Jun 2016 (actual)
- Study completion
- 30 Jun 2016 (actual)
- First posted
- 15 Feb 2019 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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.
Detailed description
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.
The design of AI/AN FACES has been informed by members of the AI/AN FACES 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 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 Office of Head Start (OHS) tribal consultations, nationally-broadcast webinars, National Indian Head Start Directors' Association Board of Directors (NIHSDA) annual conferences, the 2016 Administration for Children and Families (ACF) National Research Conference on Early Childhood, and the Secretary's Tribal Advisory Council (STAC) December 2014 and 2016 meetings.
Study design
- Observational model
- Other
- Time perspective
- Cross-sectional
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Region XI Head Start children and families | – | –children (1049) parents (1049) classrooms/teachers (73) program directors (21) center directors (36) |
Who may qualify
- Ages
- 3 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
- 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
Key inclusion criteria (1 listed)
- 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.
Key exclusion criteria (1 listed)
- 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.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Primary outcome
English proficiency
Time frame: 1 year
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.
Language-English receptive vocabulary
Time frame: 1 year
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.
Language-Expressive vocabulary
Time frame: 1 year
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.
Literacy-Letter word knowledge/early writing
Time frame: 1 year
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.
Literacy-Letter sounds knowledge
Time frame: 1 year
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.
Mathematics
Time frame: 1 year
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.
Mathematics
Time frame: 1 year
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.
Children's physical health
Time frame: 1 year
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).
General health status
Time frame: 1 year
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.
Executive function
Time frame: 1 year
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.
Social-emotional development
Time frame: 1 year
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.
Social-emotional development-cognitive/social behaviors
Time frame: 1 year
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.
Social-emotional development - Approaches to learning
Time frame: 1 year
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.
Classroom quality-teacher child interactions
Time frame: One-day observation in March-May 2016
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.
Classroom quality-global classroom environment
Time frame: One-day observation in March-May 2016
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.
Classroom quality-Native cultural and language experiences
Time frame: One-day observation in March-May 2016
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.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 8 Oct 2019.
- To learn more about AI/AN FACES and access reports/publications, please visit the AI/AN FACES ACF website.Link provided by the sponsor.
- To learn more about AI/AN FACES and access reports/products, you may also visit the Mathematica study website.Link provided by the sponsor.
- Individual participant dataSharing planned: Yes. 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.
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Lizabeth Malone, Ph.D. study director
Mathematica Policy Research
Nikki Aikens, Ph.D. principal investigator
Mathematica Policy Research
Louisa Tarullo, Ed.D. principal investigator
Mathematica Policy Research
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
An observational study of Head Start Participation, run by Mathematica Policy Research, Inc. at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 8 Oct 2019. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
English proficiency (time frame: 1 year). The study lists 16 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 8 Oct 2019.