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

Rebecca J. Bulotsky-Shearer, Xiaoli Wen, Ann Marie Faria, Debbie L. Hahs-Vaughn, Jon Korfmacher

Research output: Contribution to journalArticle

26 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)627-639
Number of pages13
JournalEarly Childhood Research Quarterly
Volume27
Issue number4
DOIs
StatePublished - Nov 19 2012

Keywords

  • Classroom quality
  • Developmental ecological model
  • Head Start
  • Latent profile analysis
  • Parent involvement
  • School readiness

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science

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