National Profiles of classroom quality and family involvement: A multilevel examination of proximal influences on Head Start children's school readiness

    Authors

    R. J. Bulotsky-Shearer; X. L. Wen; A. M. Faria; D. L. Hahs-Vaughn;J. Korfmacher

    Comments

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    Abbreviated Journal Title

    Early Childhood Res. Q.

    Keywords

    Head Start; Developmental ecological model; Classroom quality; Parent; involvement; Latent profile analysis; School readiness; PRE-KINDERGARTEN PROGRAMS; GROWTH MIXTURE-MODELS; LOW-INCOME CHILDREN; DEVELOPMENTAL TRAJECTORIES; ACADEMIC SKILLS; LITERACY SKILLS; EARLY-CHILDHOOD; LATENT CLASS; PRESCHOOL; CARE; Education & Educational Research; Psychology, Developmental

    Abstract

    Guided by a developmental and ecological model, the study employed latent profile analysis to identify a multilevel typology of family involvement and Head Start classroom quality. Using the nationally representative Head Start Family and Child Experiences Survey (FACES 1997; N = 1870), six multilevel latent profiles were estimated, characterized by distinct patterns of parent school involvement, parent home involvement, and classroom quality. The most prevalent profile (47.5% of children within the national sample) reflected low levels of parent home and school involvement practices, but above average classroom quality. Significant differences were found among the six profiles on (a) child, family, classroom, and program demographic characteristics, and (b) children's literacy, language, mathematics, and social skills at the end of children's first Head Start year. The strongest positive associations between profile membership and child outcomes were seen for children in profiles characterized by high levels of parent involvement and above-average levels of Head Start classroom quality, although there were several nuanced distinctions that emerged. Children within the profile characterized by low parent involvement and low classroom quality exhibited lower academic and social outcomes relative to children in higher quality profiles. Implications for early childhood practice, policy, and research are discussed. (C) 2012 Elsevier Inc. All rights reserved.

    Journal Title

    Early Childhood Research Quarterly

    Volume

    27

    Issue/Number

    4

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    627

    Last Page

    639

    WOS Identifier

    WOS:000312176400006

    ISSN

    0885-2006

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