. Author manuscript; available in PMC: 2020 Sep 1.

Published in final edited form as: Monogr Soc Res Child Dev. 2016 Jun;81(2):64–74. doi: 10.1111/mono.12239

TABLE 13.

Testing Dosage Threshold: Comparing FACES 2009 Children With 2 Years of High-Quality Care and <2 Years of High Quality Care Using Propensity Score Matching^a,b

	FACES 2009^a		HSIS^b
	Head Start Exit, B (SE)	Spring Kindergarten, B (SE)	Head Start Exit, B (SE)	Spring Kindergarten, B (SE)
Language: PPVT	0.95 (1.51)	0.67 (1.60)	0.37 (0.85)	0.55 (0.066)
Literacy WJ-LW	0.41 (1.55)	1.53 (1.50)	0.02 (1.15)	0.80 (1.16)
Math WJ-AP	0.06 (1.55)	−0.27 (1.56)	−0.92 (1.04)	2.18⁺ (1.27)
Behavior problems	−0.44 (0.46)	0.00 (0.78)
Social skills	0.76 (0.51)	−0.08 (0.70)

Note. FACES 2009 = Family and Child Experiences Survey-2009; HSIS = Head Start Impact Study; PPVT = Peabody Picture Vocabulary Test; WJ-LW = Woodcock Johnson Letter-Word; WJ-AP = Woodcock Johnson Applied Problems.

⁺

.1 < p < .05.

Matched on: child age, gender, race, disability, household language, income to needs ratio, maternal education, maternal depression, maternal employment, single-parent family, household mobility, neighborhood safety, and baseline scores.

FACES: High-quality classroom is defined having scores of >2 on Instructional Support, 5 on Emotional Support, and 4 on Classroom Organization. Sample sizes range n = 250–258 for the group with 2 years of high quality and n = 410–419 for the group with less than 2 years of high quality.

HSIS: High-quality classroom is defined as having score above 4.5 on ECERS-R total score. There were n = 361 with 2 years of high quality and n = 177 for the group with less than 2 years of high quality in HSIS.