From the abstract: "This study examines equitable access and experiences in Head Start programs by race and language status. Using data (N = 1754) from the 2014 Head Start Family and Child Experiences Survey (FACES), we constructed 26 equity indicators spanning dimensions of access (e.g. teacher-child match, diversity, and support services) and experiences (e.g. classroom quality, curriculum, teacher-family alignment). Research Findings: Multilevel analyses revealed systematic disparities: Black children experienced lower classroom quality across all measured domains despite more positive pedagogical exposure, while Latine children faced significant teacher-child racial mismatches and more punitive discipline approaches but benefited from stronger program-level supports. Both racial groups had limited access to special education services. Dual-language learners experienced more positive learning practices and stronger teacher-family alignment despite significantly lower teacher-child racial and language matching rates. Practice or Policy: These findings highlight the multifaceted nature of educational equity and suggest the need for differentiated approaches to promoting equity across diverse populations. Our results underscore the importance of disaggregating quality data by race and language status to identify and address specific equity gaps in early childhood education. Implications for policy and practices are discussed."