Linguistic and Cultural Diversity of Head Start Children and Families: Data from F ACES 2006Children and Families: Data from FACES 2006

September 21, 2011

Presented at the DHHS Secretary’s Advisory Committee on Head Start Research and Evaluation

Nikki Aikens Mathematica Policy Research Nikki Aikens, Mathematica Policy Research

FACES Study Design

Descriptive study of Head Start children, families and programs

eguR l di ii new t cohhortt every 3R lar periodicity: 3 years(1997, 2000, 2003, 2006, 2009)

Nationally representative samples of 3 Nationally representative samples of 3- and 4 and 4-year year-old children entering Head Start for the first time*

2

Longitudinal design: parent interviews, childLongitudinal design: parent interviews, assessments, and teacher-child

child reports at fall

program entry, spring of 1 or 2 program years, sppringg kinderggarten follow-up;mana ginterviews in fall of first year

p; gement

*The FACES sample does not include children served in Migrant/Seasonal or American Indian/Alaska Native programs , o r p rograms i n Puerto American Rico or U S Indian/Alaska Native programs or programs in Puerto Rico or U.S.

Territories

Focus on Language and Cultural Diversity

Who is Head Start serving? What are trends and Who is Head Start serving? What are trends and changes over time?

How are changg ging demoggrapphics reflected in Head Start classrooms? – DLL concentration – Langg guage use and services in classrooms

What are the characteristics of families by home language and race/ethnicity? – Parent language/literacy abilities – Family immigration – Household composition, maternal education, and family

ri kisks – Joint bookreading and books in home

What What are are tthe he cognitive cognitive and and socialsocial -emotional emotional outcomes outcomes of children by home language and race/ethnicity?

3

Who is Head Start Serving? Who is Head Start Serving? ChangesChanges and Trends Over Time

4

Head Start Serves A Diverse Group of Children

5

Percentage of Children

5% White

African American

Hispanic/LatinoHispanic/Latino

American Indian or Alaska Native

Asian or Pacific Islander

Multi-racial/Bi-racial

Other

24%2% 2% 5% 1%

35%

33%

SoSouru ccee: FACCESS Faall 2000066 Parea entt Intteervieew

35

Hispanic/Latino Enrollment In Head Start Has Increased

33 35

40

22 25

29 33

25

30

35

19 22

15

20

25

0

5

10

0 1980 1990 1995 2000 2005 2007

Source: Head Start Program Information Report Source: Head Start Program Information Report

6

Spanish is the Primary Non-English Language

Percentage of Children

4%

23%

4%

73%

English Spanish Other

Source: FACES Fall 2006 Parent Interview

7

Head Head Start Classrooms a nd ChangingStart Classrooms and Changing Demographics

8

Change in Concentration of DLL Children in Classrooms (percentage)

100%

50%50%

0% Fall 2000 Fall 2003 Fall 2006

16

18

21

21

28

23

67 58 49

No DLL children in class 1-49 percent DLL 50-100 percent DLL

Source: FACES 2000, 2003, 2006 Parent Interview

9 9

Changes in Classroom Language Use and Related Services (percentage)

100 Language besides English used fd for iinsttructition iin80 classroom

60 Majority of DLLs' parents report someone at Head Start speaks their language40

Head Start providesHead Start provides20 interpreters for

parents 0

Fall 2000 Fall 2003 Fall 2006 Fall 2000 Fall 2003 Fall 2006

Source: FACES 2000. 2003, 2006 Parent and Teacher Reports

1010

Characteristics Characteristics o f F amilies b y Homeof Families by Home Language and Race/Ethnicity

11

Parents of Dual Language Learners Have Varied Language Abilities

63 65

54

37

25 24

8 13 11

PPerc

enta

gee o

f Par

entss

100

90

8080

70

60

5050

40

30

2020

10

0 Reads First Reads First Language

UnderstandsUnderstands English

Not Well or Not at All Not at All

Well

V WVery Wellll

ReadsReads English

Source: FACES Fall 2006 Parent Interview Source: FACES Fall 2006 Parent Interview

12

Immigration Status and Home Language

Percent of Children Spoken to inPercent of All Children Language Other Than English

44 1226

9 66

8484

Both Parents Born in U.S. One Parent Born in U.S. Both Parents Born Outside U.S.

Source: FACES Fall 2006 Parent Interview

13

Recency of Immigration for Parents of Dual Language Learners

42 38

43 40

50re

n

28 30

38

30

40

of C

hild

r

19

10

20

erce

ntag

e

0

10

Pe

5 years or fewery 6 to 10 yearsy More than 10 yearsy Mothers Fathers

Source: FACES Fall 2006 Parent InterviewSource: FACES Fall 2006 Parent Interview

1414

Country/Area of Non-U.S. Origin for Parents of Dual Language Learners

67 68

60

70

80 re

n

40

50

60

e of

Chi

ldr

11 6

15 10 7

15 10

20

30

erce

ntag

e

6 7

0

10Pe

Mexico Central America South America Other

Mothers Fathers

Source: FACES Fall 2006 Parent InterviewSource: FACES Fall 2006 Parent Interview

1515

Head Start Children Living with Both Their Mother and Father by Home Language

72 70

80

en

40

50

60

of C

hild

re

33

20

30

40

rcen

tage

0

10Per

Engglish-Onlyy in Home Primaryy Langguagge Other than English in Home (DLL)

Source: FACES Fall 2006 Parent InterviewSource: FACES Fall 2006 Parent Interview

1616

Number of Children’s Books in the Home by Home Language

47 54

50

60

2530

40

Mea

n

19

10

20

M

0 English-Only in Home Primary Language Other than

English in Home (DLL) Head Start Entry Head Start Exit

Source: FACES Fall 2006, Spring 2007, and Spring Source: 2008 Parent InterviewFACES Fall 2006, Spring 2007, and Spring 2008 Parent Interview

1717

Reading to Children at Least Three Times Weekly by Home Language

77 77 73

61

Peerc

enta

gee o

f Chi

ldre

n 90

80

7070 60 50 4040 30 20 10

0 English-Only in Home Primary Language Other than

English in Home (DLL)English in Home (DLL) Head Start Entry Head Start Exit

Source: FACES Fall 2006, Spring 2007, and Spring 2008 Parent Interview

1818

Mother’s Highest Level of Education by Race/Ethnicity

55

50

60

en

28 33 32

25

40

2830

40

e of

Chi

ldre

7

25 24

16

10

20

30

Perc

enta

ge

7 7 5

0

10P

Less than HS HS/GED Voc/Tech/AA/Some BA or Higher College

White African American Hispanic/Latino

Source: FACES Fall 2006 Parent InterviewSource: FACES Fall 2006 Parent Interview

1919

Head Start Children Living with Both Their Mother and Father by Race/Ethnicity

6870

80

61

50

60

70

Chi

ldre

n

34 30

40

enta

ge o

f

0

10

20

Perc

e

0 White African American Hispanic/Latino

Source: FACES Fall 2006 Parent InterviewSource: FACES Fall 2006 Parent Interview

2020

Number of Socioeconomic Risks by Race/Ethnicity

Perrc

enta

ge o

f Chi

ldree

n

60

50

40

3030

20

10

0 0 Ri k 1 Ri k 2 or MMore RiRiskks0 Risks 1 Risk 2

White

52 53

38 3636 33

26

12 14

African American Hispanic/Latino

Source: FACES Fall 2006 Parent InterviewSource: FACES Fall 2006 Parent Interview

2121

Children’ s Outcomes b y HomeChildren s Outcomes by Home Language and Race/Ethnicity

22

Language Routing Results in FACES 2006

English Home

Language

Spanish Home

Language

Other Home

Language

FACES 2006 Wave English English Spanish English

Non-English

Fall 2006 2,343 359 425 35 20

Spring 2007 2,182 472 162 26 5

Spring 2008 1,531 510 29 16 1

Spring 2009a 744 239 2 11 0

a Only children from the 3-year-old cohort who were in kindergarten in spring 2009 were assessed in spring 2009.

23

Cognitive Outcomes for Children by Race/Ethnicity

94 98 96 96 85

101 95

88 96 97

87100

120 or

e

85 88 78

87

60

80

ndar

d Sc

o

20

40

Mea

n St

an

0

20M

PPVT-4 WJ III Letter- WJ III Spelling WJ III Applied W dWord P blProblems

White African American Hispanic/Latino Note: Standard scores are presented.

Source: FACES Spring 2007 Direct Child Assessment

2424

Cognitive Outcomes by Home Language: Head Start Exit

n ome

92 99 96 90

77

97 99 85100

120 Sc

ore

77

40

60

80

Stan

dard

S

0

20

40

Mea

n S

0 PPVT-4 WJ III Letter- WJ III Spelling WJ III Applied

Word Problems

English Onl i H English-Only in Home Primary Language Other than English in Home (DLLs)

Note: Standard scores are presented.

Source: FACES Spring 2007 or Spring 2008 Direct Child Assessment

2525

Spanish-Speaking Children’s Receptive Vocabulary Progress

72

88 79

8488 79

80 90

100 or

e

72

50 60 70

ndar

d Sc

o

20 30 40

Mea

n St

an

0 10

PPVT-4 TVIP

M

Head Start Entry Head Start Exit Spring of Kindergarten

Note: PPVT-4 and TVIP standard scores are presented.

Source: FACES Fall 2006, Spring 2007, 2008, and 2009 Direct Assessment

26

C

p

Social-Emotional Outcomes by Race/Ethnicity

White African

American Hispanic/

Latino Teacher Child Report

Social Skills (range = 0 to 24) Problem Behaviors (range = 0 to 36)

17.3 17.1

7.3 6.7

17.9

5.4

Parent Report Social Skills (range = 0 to 16) Problem BehaviorsProblem Behaviors (range = 0 to 24)

12.0 12.3

5.4 4.9

12.3

5.9

Source: FACES Spring 2007 Teacher Child Report and Parent Interview

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Summary

Head Start families are diverse and this diversity has increased over timehas increased over time.

In response to the changing demographics of Head Start families classroom language use andHead Start families, classroom language use and

related services have also changed over time.

The family characteristics and outcomes forThe family characteristics and outcomes for children differ by race/ethnicity and home language.

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RECENT FACES REPORTS AND DATA

FACES 2006 Study Design

2006Beginning Head Start: Children, Families and Programs in Fall 2006

A Year in Head Start: Children, Families and Programs

A Second Year in Head Start: Characteristics and Outcomes of Children Who Entered the Program at Age Three

HHea d Std Start Childt Children G Go tto Ki Kinddergartten

FACES 2009 Study Design

*A comprehensive set of data tables is available with each report – http://www.acf.hhs.gov/programs/opre/hs/faces/index.html

FACES F data are available through Research Connections:ACES data are available through Research Connections: – http://www.childcareresearch.org/childcare/welcome

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