This project examines cultural congruency (an aspect of culturally responsive care) between home and school in Head Start Child & Family Experiences Survey Data from 1997-2000 (FACES). Cultural congruency involves the level of continuity or discontinuity between home and school environments. There is little research that directly examines how culture or issues associated with cultural diversity and cultural responsiveness impact children's concurrent experiences in child care and beyond. In this study, we define culture broadly to avoid limiting it to race/ethnicity and language. Cultural congruency, therefore, is defined as "ways of doing," or the routines, beliefs/values, & practices experienced in both the home and school contexts. The goals of the project are to identify how cultural congruency can be operationally defined, and to determine how it may impact childhood outcomes in preschool and Kindergarten. The research objectives are to: (1) determine what aspects of the home and child care Head Start FACES data from the 1997 cohort correspond with the theoretical construct of cultural congruence; (2) determine how robust the cultural congruency construct found through research objective 1 for each cohort is within the Head Start FACES population; (3) delineate the distinct types of cultural congruency for each cohort within the Head State FACES population; (4) if there are distinct types of cultural congruency, determine whether distinct types of cultural congruency in preschool predict social and emotional school readiness in Kindergarten and first grade; and (5) identify various pathways of cultural congruence over time that predict children's social and emotional outcomes