Head Start ParticipationFACES 2019NCT03971435
Head Start Family and Child Experiences Survey (FACES 2019)
An observational study of Head Start Participation, run by Mathematica Policy Research, Inc. at 1 site in United States.
Trial summary
For over two decades, the Head Start Family and Child Experiences Survey (FACES) has been an invaluable source of information on the Head Start program and the children and families it serves. FACES 2019 extends a previously conducted data collection to a new sample of Head Start programs, families, and children. Read more about this study
- Who is it for?
- Ages 2 years and older
- Conditions the study is for
- Head Start Participation
- How many people
- 5,593 participants
- Where
- 1 siteUnited States
- Study dates
- 2 Sep 2019to 31 Jul 2020
- 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 2 years and older
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Study population: Head Start children (and their families), Head Start programs, Head Start centers, Head Start classrooms/teachers
Inclusion Criteria: the Head Start programs participating in FACES 2019 were a probability sample selected from among 3,400 study-eligible programs on the 2017-2018 Head Start Program Information Report (PIR). To be eligible for the study, a program had to be:
- In one of the 50 states or the District of Columbia
- Providing services directly to children ages 3 to 5
- The Head Start Program Performance Standards require that children turn 3 by date used to determine eligibility for public school in the community in which the Head Start program is located. Therefore, some study children were 2 years old at the time of sampling if sampling occurred before the date used for public school eligibility.
- Not be in imminent danger of losing its grantee status. Probability samples of centers were selected within each program, classrooms within each center (within those classrooms, eligible classrooms needed to have at least one Head Start child enrolled) 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: American Indian and Alaska Native Head Start programs (Region XI) or Migrant and Seasonal Worker Head Start programs (Region XII) were not eligible. Other ACF studies (AI/AN FACES-NCT040046965 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
For over two decades, the Head Start Family and Child Experiences Survey (FACES) has been an invaluable source of information on the Head Start program and the children and families it serves. FACES 2019 extends a previously conducted data collection to a new sample of Head Start programs, families, and children. Mathematica and its partners, Juárez and Associates, Educational Testing Service, and consultants Margaret Burchinal and Martha Zaslow, developed instruments and data collection procedures to assess the school readiness skills of 2,260 children and survey their parents and Head Start teachers in fall 2019 and spring 2020 and conduct observations in Head Start classrooms and survey Head Start staff in spring 2020 and spring 2022. Due to the COVID-19 pandemic, spring 2020 child assessments and classroom observations were canceled while surveys of parents and staff continued. The pandemic and a heightened interest in the Head Start workforce brought a shift in approach and focus to spring 2022 data collection activities. As a result, those activities are not described here and instead are listed under NCT06512740.
Read the detailed description
The Head Start Family and Child Experiences Survey 2019, or FACES 2019, is the seventh in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, 2009, and 2014. (FACES 2014 is entered as NCT03705377). It includes nationally representative samples of Head Start programs and centers, classrooms, children and their families. Data from surveys of Head Start program and center directors, classroom teachers, and parents provide descriptive information about program policies and practices, classroom activities, and the background and experiences of Head Start staff and families. Children in the study participate in a direct assessment that provides a rich picture of their school readiness skills at different time points.
FACES 2019 extends a previously conducted data collection to a new sample of Head Start programs, families, and children. As with previous rounds, FACES 2019 collects information from a national probability sample of Head Start programs to learn what progress Head Start has made toward meeting program performance goals.
The goals of FACES 2019 are to describe: (1) the characteristics of Head Start classrooms, programs, and staff for specific program years; (2) the changes or trends in the characteristics of classrooms, programs, and staff over time; (3) the school readiness skills and family characteristics of children who participate in Head Start during specific program years; (4) the changes or trends in children's outcomes and family characteristics over time; and (5) the factors or characteristics at multiple levels that predict differences in children's outcomes. Originally, FACES 2019 also sought to observe Head Start classroom quality but was unable to do so, with classroom observations cancelled due to the COVID-19 pandemic.
- Conditions
- Head Start Participation
- Keywords
- child care, child development, child health, child nutrition, child rearing, children, curriculum, early childhood education, families, Head Start, parenting skills, parents, school readiness
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 |
|---|---|---|
| Head Start children and families - 2019 | children (2,260), parents (2,260), classrooms/teachers (590), program directors (165), center directors (318) |
What is being measured
The primary outcome is the main question the study is designed to answer.
English proficiency
Children's English language proficiency were 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.
Measured: September to December 2019
Language-English receptive vocabulary
Indicators of language were 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.
Measured: September to December 2019
Language-Expressive vocabulary
Indicators of language were assessed during week-long site visits using Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4 or EOWPVT-4 Spanish-Bilingual Edition). See Martin and Brownell 2010 and Martin 2012a for more information on the scores and technical properties.
Measured: September to December 2019
Language-Spanish receptive vocabulary
Indicators of language were assessed during week-long site visits using Receptive One-Word Picture Vocabulary Test - Fourth Edition (Spanish-Bilingual Edition; ROWPVT-4:SBE). Please see Martin 2012b for more information on the scores and technical properties.
Measured: September to December 2019
Literacy-Letter word knowledge
Indicators of literacy were 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 and Woodcock et al. 2004 for more information on the scores and technical properties.
Measured: September to December 2019
Literacy-early writing
Indicators of literacy were assessed during week-long site visits using Spelling Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Measured: September to December 2019
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
Measured: September to December 2019
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.
Measured: September to December 2019
Mathematics
Indicators of mathematics were assessed during week-long site visits using the Woodcock-Johnson IV Tests of Achievement-Fourth Edition/Batería III Woodcock-Muñoz (Applied Problems Test). Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Measured: September to December 2019
Children's physical health
Indicators of physical well-being were 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.
Measured: September to December 2019
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: September to December 2019
Executive function
Indicators of executive function were 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.
Measured: September to December 2019
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 FACES 2014 User's Manual (Kopack Klein et al. 2017) for more information on the scores and technical information.
Measured: September to December 2019, April-July 2020
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 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.
Measured: September to December 2019
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.
Measured: September to December 2019, April-July 2020
Parents' depressive symptoms
Parents' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.
Measured: September to December 2019, March-July 2020
Teachers' depressive symptoms
Teachers' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.
Measured: March-July 2020
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted3 Jun 2019
- Study start2 Sep 2019
- Primary completion31 Jul 2020
- Study completion31 Jul 2020
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (17)Papers the sponsor has linked to this study.
- 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
- 5,593 participants (actual)
Sponsor and investigators
- Lead sponsor
- Mathematica Policy Research, Inc.
- Sponsor type
- University, hospital or other
- Collaborators
- Department of Health and Human Services, Office of Planning, Research & Evaluation
- Responsible party
- Principal investigator, Sara Bernstein, Mathematica Policy Research, Inc.
- Investigators
- Sara Bernstein, Ph.D., Study director, Mathematica Policy Research, Inc.Nikki Aikens, Ph.D., Principal investigator, Mathematica Policy Research, Inc.Louisa Tarullo, Ed.D., Principal investigator, Mathematica Policy Research, Inc.
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT03971435
- Sponsor's protocol ID
- 50515A
- Acronym
- FACES 2019
- Status last verified
- Jul 2024
- First submitted
- 30 May 2019
- Last updated
- 24 Jul 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: FACES 2019 archived data are available for access.
Publications
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.
Dunn, D. M. Peabody Picture Vocabulary Test, Fifth Edition. Manual. Bloomington, MN: NCS Pearson, Inc., 2019.
EOWPVT-4: Martin, N., and R. Brownell. Expressive One-Word Picture Vocabulary Test-4th Edition. Novato, CA: Academic Therapy Publications, 2010.
EOWPVT-4:SBE: Martin, N. Expressive One-Word Picture Vocabulary Test-4th Edition: Spanish-Bilingual Edition. Novato, CA: Academic Therapy Publications, 2012.
ROWPVT-4:SBE: Martin, N. Receptive One-Word Picture Vocabulary Test-Fourth Edition: Spanish-Bilingual Edition. Novato, CA: Academic Therapy Publications, 2012.
Schrank, F., K. McGrew, and N. Mather. Woodcock-Johnson IV Tests of Cognitive Abilities and Achievement. Boston, MA: Houghton Mifflin Harcourt, 2014.
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.
Woodcock, Richard W., Ana F. Munoz-Sandoval, Kevin McGrew, Nancy Mather, and Fred Schrank. Bateria III Woodcock-Munoz. Itasca, IL: Riverside Publishing, 2004.
Carlson, S. M., & Zelazo, P. D. (2014). Minnesota Executive Function Scale: Test Manual. Reflection Sciences, Inc. St. Paul, MN.
Kopack Klein, A., B. Lepidus Carlson, N. Aikens, A. Li, S. Bernstein, M. Dang, M. Scott, S. Skidmore, J. Cannon, N. Reid, S. Rakibullah, and L. Malone.
Roid, G.H., L.J. Miller, M. Pomplu, and C. Koch. Leiter International Performance Scale-3rd Edition. Wood Dale, IL: Stoelting, 2013.
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.
Pianta, Robert, K. LaParo, and B. Hamre. The Classroom Assessment Scoring System Pre-K Manual. Charlottesville, VA: University of Virginia, 2008.
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.
Study at a glance
From the registry record, last updated by the sponsor on 24 Jul 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Head Start Family and Child Experiences Survey (FACES 2019)
- ClinicalTrials.gov ID
- NCT03971435
- Acronym / sponsor ID
- FACES 2019 / 50515A
- Conditions
- Head Start Participation
- Keywords
- child care, child development, child health, child nutrition, child rearing, children, curriculum, early childhood education
- Study type
- Observational
- Recruitment status
- Completed
- Enrolment
- 5,593 participants (actual)
- Lead sponsor
- Mathematica Policy Research, Inc.University, hospital or other
- Collaborators
- Department of Health and Human Services, Office of Planning, Research & Evaluation
- Study start
- 2 Sep 2019 (actual)
- Primary completion
- 31 Jul 2020 (actual)
- Study completion
- 31 Jul 2020 (actual)
- First posted
- 3 Jun 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.
For over two decades, the Head Start Family and Child Experiences Survey (FACES) has been an invaluable source of information on the Head Start program and the children and families it serves. FACES 2019 extends a previously conducted data collection to a new sample of Head Start programs, families, and children. Mathematica and its partners, Juárez and Associates, Educational Testing Service, and consultants Margaret Burchinal and Martha Zaslow, developed instruments and data collection procedures to assess the school readiness skills of 2,260 children and survey their parents and Head Start teachers in fall 2019 and spring 2020 and conduct observations in Head Start classrooms and survey Head Start staff in spring 2020 and spring 2022. Due to the COVID-19 pandemic, spring 2020 child assessments and classroom observations were canceled while surveys of parents and staff continued. The pandemic and a heightened interest in the Head Start workforce brought a shift in approach and focus to spring 2022 data collection activities. As a result, those activities are not described here and instead are listed under NCT06512740.
Detailed description
The Head Start Family and Child Experiences Survey 2019, or FACES 2019, is the seventh in a series of national studies of Head Start, with earlier studies conducted in 1997, 2000, 2003, 2006, 2009, and 2014. (FACES 2014 is entered as NCT03705377). It includes nationally representative samples of Head Start programs and centers, classrooms, children and their families. Data from surveys of Head Start program and center directors, classroom teachers, and parents provide descriptive information about program policies and practices, classroom activities, and the background and experiences of Head Start staff and families. Children in the study participate in a direct assessment that provides a rich picture of their school readiness skills at different time points.
FACES 2019 extends a previously conducted data collection to a new sample of Head Start programs, families, and children. As with previous rounds, FACES 2019 collects information from a national probability sample of Head Start programs to learn what progress Head Start has made toward meeting program performance goals.
The goals of FACES 2019 are to describe: (1) the characteristics of Head Start classrooms, programs, and staff for specific program years; (2) the changes or trends in the characteristics of classrooms, programs, and staff over time; (3) the school readiness skills and family characteristics of children who participate in Head Start during specific program years; (4) the changes or trends in children's outcomes and family characteristics over time; and (5) the factors or characteristics at multiple levels that predict differences in children's outcomes. Originally, FACES 2019 also sought to observe Head Start classroom quality but was unable to do so, with classroom observations cancelled due to the COVID-19 pandemic.
Study design
- Observational model
- Other
- Time perspective
- Cross-sectional
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Head Start children and families - 2019 | – | –children (2,260), parents (2,260), classrooms/teachers (590), program directors (165), center directors (318) |
Who may qualify
- Ages
- 2 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
- Study population
- Head Start children (and their families), Head Start programs, Head Start centers, Head Start classrooms/teachers
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: September to December 2019
Children's English language proficiency were 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.
Language-English receptive vocabulary
Time frame: September to December 2019
Indicators of language were 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.
Language-Expressive vocabulary
Time frame: September to December 2019
Indicators of language were assessed during week-long site visits using Expressive One-Word Picture Vocabulary Test-Fourth Edition (EOWPVT-4 or EOWPVT-4 Spanish-Bilingual Edition). See Martin and Brownell 2010 and Martin 2012a for more information on the scores and technical properties.
Language-Spanish receptive vocabulary
Time frame: September to December 2019
Indicators of language were assessed during week-long site visits using Receptive One-Word Picture Vocabulary Test - Fourth Edition (Spanish-Bilingual Edition; ROWPVT-4:SBE). Please see Martin 2012b for more information on the scores and technical properties.
Literacy-Letter word knowledge
Time frame: September to December 2019
Indicators of literacy were 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 and Woodcock et al. 2004 for more information on the scores and technical properties.
Literacy-early writing
Time frame: September to December 2019
Indicators of literacy were assessed during week-long site visits using Spelling Test from Woodcock-Johnson IV Tests of Achievement-Fourth Edition. Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Literacy-Letter sounds knowledge
Time frame: September to December 2019
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
Mathematics
Time frame: September to December 2019
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.
Mathematics
Time frame: September to December 2019
Indicators of mathematics were assessed during week-long site visits using the Woodcock-Johnson IV Tests of Achievement-Fourth Edition/Batería III Woodcock-Muñoz (Applied Problems Test). Please see Schrank et al. 2014 and Woodcock et al. 2004 for more information on the scores and technical properties.
Children's physical health
Time frame: September to December 2019
Indicators of physical well-being were 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.
General health status
Time frame: September to December 2019
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: September to December 2019
Indicators of executive function were 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.
Social-emotional development
Time frame: September to December 2019, April-July 2020
Indicators of social-emotional development were 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.
Social-emotional development-cognitive/social behaviors
Time frame: September to December 2019
Indicators of social-emotional development were 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.
Social-emotional development - Approaches to learning
Time frame: September to December 2019, April-July 2020
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.
Parents' depressive symptoms
Time frame: September to December 2019, March-July 2020
Parents' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.
Teachers' depressive symptoms
Time frame: March-July 2020
Teachers' levels of depressive symptoms were measured using the short form of the Center for Epidemiologic Studies-Depression Scale (CES-D). Please see Radloff 1977 for more information.
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 24 Jul 2024.
- BackgroundDuncan, S.E., and E. DeAvila. Preschool Language Assessment Survey 2000 Examiner's Manual: English Forms C and D. Monterey, CA: CTB/McGraw-Hill, 1998.
- BackgroundDunn, D. M. Peabody Picture Vocabulary Test, Fifth Edition. Manual. Bloomington, MN: NCS Pearson, Inc., 2019.
- BackgroundEOWPVT-4: Martin, N., and R. Brownell. Expressive One-Word Picture Vocabulary Test-4th Edition. Novato, CA: Academic Therapy Publications, 2010.
- BackgroundEOWPVT-4:SBE: Martin, N. Expressive One-Word Picture Vocabulary Test-4th Edition: Spanish-Bilingual Edition. Novato, CA: Academic Therapy Publications, 2012.
- BackgroundROWPVT-4:SBE: Martin, N. Receptive One-Word Picture Vocabulary Test-Fourth Edition: Spanish-Bilingual Edition. Novato, CA: Academic Therapy Publications, 2012.
- BackgroundSchrank, F., K. McGrew, and N. Mather. Woodcock-Johnson IV Tests of Cognitive Abilities and Achievement. Boston, MA: Houghton Mifflin Harcourt, 2014.
- BackgroundSnow, 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.
- BackgroundWoodcock, Richard W., Ana F. Munoz-Sandoval, Kevin McGrew, Nancy Mather, and Fred Schrank. Bateria III Woodcock-Munoz. Itasca, IL: Riverside Publishing, 2004.
- BackgroundCarlson, S. M., & Zelazo, P. D. (2014). Minnesota Executive Function Scale: Test Manual. Reflection Sciences, Inc. St. Paul, MN.
- BackgroundKopack Klein, A., B. Lepidus Carlson, N. Aikens, A. Li, S. Bernstein, M. Dang, M. Scott, S. Skidmore, J. Cannon, N. Reid, S. Rakibullah, and L. Malone.
- BackgroundRoid, G.H., L.J. Miller, M. Pomplu, and C. Koch. Leiter International Performance Scale-3rd Edition. Wood Dale, IL: Stoelting, 2013.
- BackgroundU.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.
- To learn more about FACES and access reports/products, please visit the FACES ACF website.Link provided by the sponsor.
- To learn more about FACES and access reports/products, individuals may also visit the Mathematica study website.Link provided by the sponsor.
- Individual participant dataSharing planned: Yes. FACES 2019 archived data are available for access.
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.
Sara Bernstein, Ph.D. study director
Mathematica Policy Research, Inc.
Nikki Aikens, Ph.D. principal investigator
Mathematica Policy Research, Inc.
Louisa Tarullo, Ed.D. principal investigator
Mathematica Policy Research, Inc.
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?
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 24 Jul 2024. 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: September to December 2019). The study lists 17 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT03971435, which also lists 17 linked publications.
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 24 Jul 2024.