This brief focuses on Head Start children's developmental progress and kindergarten experiences, drawing on data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). The focal population is children who entered Head Start for the first time in fall 2009, completed one or two years of the program, and were attending kindergarten in spring 2011 or 2012. Head Start children still participating in the study during kindergarten are a diverse group. At program entry, 39 percent of the children are Hispanic/Latino, 32 percent are African American, and 21 percent are white. Thirty percent of them live in households where a language other than English is the primary language spoken to them. Spanish is by far the most prevalent non-English language, spoken as the primary home language to 27 percent of the children. Families of many Head Start children face a number of socioeconomic risks. At program entry, 47 percent of children live in single-parent households, 37 percent live with mothers who have less than a high school education, and 64 percent live in households whose total income is below the federal poverty threshold. This brief addresses two central research questions: (1) What are Head Start children's cognitive, social-emotional, and health and physical outcomes from Head Start entry to the spring of kindergarten? and (2) What are the characteristics of the schools and classrooms Head Start children attend during kindergarten? Relevant methodological information is summarized at the end of this brief.