We used data on 982 to 1,517 children from the 2014 Head Start Family and Child Experiences Survey (FACES 2014), which provides nationally representative data about Head Start programs, centers, and classrooms and the children and families they serve. We predicted children’s spring school readiness outcomes from direct child assessments and teacher reports based on the Pre-K CLASS, controlling for fall scores on the outcome of interest and other child, family, classroom, and teacher covariates. We also examined whether associations between the Pre-K CLASS and children’s school readiness outcomes vary for children who are dual language learners, children of color, and children experiencing poverty. Finally, we examined whether classroom quality scores need to reach a particular level, or threshold, to influence children’s school readiness outcomes. That is, we examined whether the association between classroom quality and children’s outcomes varies in classrooms above and below the median on quality scores. (author abstract)