A Spotlight on Dual Language Learners in Head Start: FACES 2014. Research Brief. OPRE Report 2017-99

Autor/inn/en	Aikens, Nikki; Knas, Emily; Malone, Lizabeth; Tarullo, Louisa; Harding, Jessica F.
Institution	Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation; Mathematica Policy Research, Inc.
Titel	A Spotlight on Dual Language Learners in Head Start: FACES 2014. Research Brief. OPRE Report 2017-99
Quelle	(2017), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Bilingual Students; Bilingualism; Student Characteristics; Demography; Family Characteristics; Family Environment; Comparative Analysis; Barriers; English (Second Language); Spanish Speaking; Immigrants; Educational Attainment; Parent Background; Family Income; Poverty; Hunger; Employment Level; Well Being; Depression (Psychology); Learning Activities; Family Relationship + Suchen Sie Ihr Suchwort? Bilingualismus; Demografie; Familienmilieu; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Bildungsabschluss; Bildungsgut; Elternhaus; Familieneinkommen; Armut; Beschäftigungsgrad; Well-being; Wellness; Wohlbefinden; Lernaktivität
Abstract	This research brief draws upon data from the Head Start Family and Child Experiences Survey (FACES) 2014. FACES provides information at the national level about Head Start programs, centers, and classrooms, and about the children and families that Head Start serves. This brief is part of a series of reporting products describing data from the 2014-2015 round of FACES 2014. The brief provides a nationally representative description of dual language learner (DLL) children in Head Start, their families, and their homes at the beginning of the program year. This brief highlights information from the Fall 2014 Data Tables and Study Design report. The authors address the following research questions: (1) What are the characteristics of DLL children in Head Start?; (2) What are the demographic characteristics of families of DLL children in Head Start? How do the characteristics of families of DLL children compare to those of non-DLL children?; and (3) What are the characteristics of the home environments of DLL children in Head Start? How do the characteristics of home environments of DLL children compare to those of non-DLL children? For FACES 2014, researchers selected a sample of Head Start programs from the 2012-2013 Head Start Program Information Report, with two centers per program and two classrooms per center. Within each classroom, researchers randomly selected 12 children for the study. In total, 60 programs, 119 centers, 247 classrooms, and 2,462 children participated in fall 2014. Findings reveal that Spanish is the most prevalent primary home language for DLL children. Despite primarily hearing a language other than English inside the home, about half of DLLs pass a language screener at the start of the Head Start year and are able to be assessed in English. DLL children's families have a range of challenges and strengths, some of which differ from those of non-DLL children. DLLs are typically born in the United States to parents who are from other countries and who are less educated than parents of non-DLL children. DLL children's home environments reflect a range of resources and needs. Three-quarters of DLLs live in families at or below the federal poverty threshold; more than half have parents who report at least one financial strain (especially related to medical care); and about one-third have parents who report food insecurity. (ERIC).
Anmerkungen	Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01