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Han, Jisu; Schlieber, Marisa; Gregory, Bradley – Journal of Education for Students Placed at Risk, 2017
This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a…
Descriptors: Oral Language, Language Skills, Vocabulary Development, Expressive Language
West, Jerry; Malone, Lizabeth; Hulsey, Lara; Aikens, Nikki; Tarullo, Louisa – Administration for Children & Families, 2010
The Head Start Family and Child Experiences Survey (FACES), sponsored by the U.S. Department of Health and Human Services, Administration for Children and Families (ACF), was first launched in 1997 as a periodic longitudinal study of program performance. This report is the fourth in a series that uses data from the FACES 2006 cohort to describe…
Descriptors: Class Size, School Readiness, Disadvantaged Youth, Kindergarten
Aikens, Nikki; Klein, Ashley Kopack; Tarullo, Louisa; West, Jerry – Administration for Children & Families, 2013
This brief report focusing on children' s kindergarten readiness i s the third in a series of reports describing data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Previous FACES 2009 reports described the characteristics of children and their families and programs as they entered Head Start in fall 2009…
Descriptors: Kindergarten, School Readiness, Early Intervention, At Risk Students
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Robinson-Cimpian, Joseph P.; Lubienski, Sarah Theule; Ganley, Colleen M.; Copur-Gencturk, Yasemin – Developmental Psychology, 2014
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers'…
Descriptors: Teacher Attitudes, Mathematics Skills, Gender Differences, Achievement Gap