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

Date Added to Library: 
Monday, June 4, 2018 - 12:15
Digital Object Identifier (DOI): 
Individual Author: 
Bulotsky-Shearer, Rebecca J.
Wen, Xiaoli
Faria, Ann-Marie
Hahs-Vaughn, Debbie L.
Korfmacher, Jon
Reference Type: 
Published Date: 
4th Quarter 2012
Published Date (Text): 
4th Quarter 2012
Early Childhood Research Quarterly
Issue Number: 
Page Range: 

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. (Author abstract)

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