Below are highlights from our most recent acquisitions. Research Connections scans its newest acquisitions, focusing on those from key organizations and journals, to identify resources to feature here.
Executive Function Mapping Project: Untangling the terms and skills related to executive function and self-regulation in early childhood: Project report
Jones, Stephanie M., 10/01/2016
(OPRE Report No. 2016-88). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Retrieved from https://www.acf.hhs.gov/sites/default/files/opre/efmapping_report_101416_final_508.pdf
Based on a review of literature, this report looks at the similarities, differences, and relationships between executive function (EF) and other regulation-related skills primarily in children ages 3-6. It presents a map of EF and other regulation-related skills, a framework to distinguish these skills, the project's findings based on the literature review, and implications and considerations for stakeholders.
In the Research Connections collection, check out ourResource List on interventions to promote young children's self-regulation and executive function skills in early childhood settings.
A benefit-cost analysis of the Tulsa universal pre-k program
Bartik, Timothy J., 08/01/2016
(Center for Research on Children in the United States (CROCUS) Working Paper 19). Washington, DC: Georgetown University, Center for Research on Children in the United States. Retrieved from https://georgetown.app.box.com/s/kz9clxl6oe6bm8dqdmf6vposc5p3xnem
In this paper, benefits and costs are estimated for a universal pre-K program, provided by Tulsa Public Schools. Benefits are derived from estimated effects of Tulsa pre-K on retention by grade 9. Retention effects are projected to dollar benefits from future earnings increases and crime reductions. Based on these estimates, Tulsa pre-K has benefits that exceed costs by about 2-to-1. This benefit cost ratio is far less than the much higher benefit-cost ratios (ranging from 8-to-1 to 16-to-1) for more targeted and intensive pre-K programs, such as Perry Preschool and the Chicago Child-Parent Center (CPC) program. Comparing benefit-cost results from different studies suggests that our more modest estimates are due to two factors: 1) smaller percentage effects of pre-K on future earnings and crime in Tulsa than in Perry and CPC, and 2) smaller baseline crime rates in Tulsa than in the Perry and CPC comparison groups. (author abstract)
Unpacking the treatment contrast in the Head Start Impact Study: To what extent does assignment to treatment affect quality of care?
Friedman-Krauss, Allison, 01/01/2017
Attending high-quality early childhood care and education (ECCE) is associated with higher cognitive and social-emotional skills, especially for children growing up in poverty, but access to high-quality ECCE is limited. This study capitalizes on the random assignment design of the Head Start Impact Study to better understand whether the randomized offer to attend Head Start, a free comprehensive child development program for low-income and at-risk children, raises the quality of ECCE in which children enroll. Multinomial logistic regression was used to isolate the intent-to-treat impacts of random assignment to Head Start on ECCE quality from impacts on enrollment in formal ECCE. Results indicate that children randomly assigned to receive Head Start (treatment), compared to children in the control group, were more likely to enroll in high-quality and, to a lesser extent, low-quality ECCE. Treatment impacts were largest at the high end of the quality distribution, were driven by increased enrollment in Head Start, and differed for 3- and 4-year-olds. These results highlight the important role of Head Start in providing high-quality ECCE for low-income children. (author abstract)
Early childhood educators' well-being: An updated review of the literature
Cumming, Tamara, 01/01/2016
Researchers are increasingly recognising the connections between early childhood educators' well-being and their capacity for providing high quality education and care. The past five years have seen an intensification of research concerning early childhood educators' well-being. However, fragmentation along conceptual, contextual and methodological lines makes it difficult to clearly identify the most effective focus for future research. The purpose of this article is to identify trends in, and implications of recent research concerned with educators' well-being. Attention is given to ways recent studies address concerns raised in a review of earlier literature (Hall-Kenyon et al. in Early Child Educ J 42(3):153-162, 2014, doi:10.1007/s10643-013-0595-4), and what implications recent studies have for future research efforts concerned with educators' well-being. (author abstract)
How far are early care and education arrangements from children's homes?
National Survey of Early Care and Education Project Team, 11/01/2016
(OPRE Report No. 2016-10). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Retrieved from https://www.acf.hhs.gov/sites/default/files/opre/distance_to_ece_factsheet_111716_b508.pdf
Distance between a child's home and the location of a provider of early care and education (ECE) is one of the critical factors parents consider in choosing providers (in addition to cost, schedule, quality, and availability). These distances can also inform child care subsidy policies and our understanding of households' access to ECE. This fact sheet uses newly available mapping data from the National Survey of Early Care and Education (NSECE) to describe distances between young children's homes and where they receive regular ECE. We provide nationally representative estimates of the distances between families' homes and the regular (5 or more hours per week) nonparental care they use for children 5 years and under. We present estimates separately for infants/toddlers (birth to <3 years old) and preschoolers (3 through 5 years old), different levels of household income-to-poverty ratio, and selected types of ECE providers. (author abstract)
In the Research Connections collection, check out ourNational Survey of Early Care and Education for additional resources.
Promoting children's health in early care and education settings by supporting health consultation
Honigfeld, Lisa, 02/01/2017
Farmington, CT: Child Health and Development Institute of Connecticut. Retrieved from http://www.chdi.org/index.php/tools/required/download?file=files/8114/8600/7862/ChildCareHealthConsultationIMPACTFinal.pdf
This IMPACT provides a framework for integrating health into early learning programs through health consultation and makes recommendations for strengthening health consultation at a time when integration of health with other services is supported by health reform efforts. In preparing the current report, the team was committed to ensuring that health is supported in early care and education settings and CCHCs are well connected to pediatric primary care medical home services. The IMPACT includes: - A description of the role of health consultants in child care programs and the evolution of this professional work. - A review of state regulations related to health consultation in early care programs and the literature regarding the effectiveness of health consultation. - Critical components of a health consultancy program informed by health reform opportunities and other recent policy. - A discussion of how policies can support and integrate health consultation in early childhood and child health systems. - Recommendations for supporting and expanding the role of Child Care Health Consultants in ensuring the optimal connection between health, child care providers, and parents. (author abstract)
Defining and measuring access to high-quality early care and education: A guidebook for policymakers and researchers
Friese, Sarah, 02/01/2017
(OPRE Report No. 2017-08). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Retrieved from https://www.acf.hhs.gov/sites/default/files/opre/cceepra_access_guidebook_final_508_22417_b508.pdf
Establishing a common understanding of ECE access, and how to measure it across different types of early learning settings, is essential for state and local policymakers responsible for improving access. A common understanding of access allows policymakers, administrators, and researchers to communicate clearly about this important concept. A common set of measurable indicators of ECE access allow for accurate longitudinal and cross-state or intrastate comparisons, as well. The ECE Access Guidebook was developed to address the need for developing a common understanding and approach to measuring access. Ultimately, this Guidebook is intended to support states' efforts to assess the reach and effectiveness of their policy initiatives aimed at expanding ECE access. The Guidebook provides information in four sections: Clarifying and Defining Access; Describing the Indicators of Access; Measuring the Indicators of Access; and Identifying ECE Access Datasets and Sources. (author abstract)
In the Research Connections collection, check out An Overview of the Access Guidebook on defining and measuring access to high quality early care and education (ECE).
Estimating the cost of raising child care workers' wages for state subsidy programs: A methodology applied to California's new state minimum wage law
Thomason, Sarah, 12/01/2016
Berkeley, CA: University of California, Berkeley, Center for Labor Research and Education. Retrieved from http://laborcenter.berkeley.edu/pdf/2016/Raising-Child-Care-Workers-Wages.pdf
In April 2016, California passed legislation to increase the state minimum wage annually until it reaches $15 an hour in 2023 for all businesses. As a result, child care centers and licensed in-home providers will be required to increase the wages of their employees who currently earn less than the new minimum wage. Because a large proportion of workers in the child care industry is low-wage, this could have a significant impact on providers. Providers with private clients may respond by raising their prices to cover the cost of the wage increase. However, the amount providers receive for caring for children covered by state child care subsidy programs is determined by state and county reimbursement rates. Without the ability to change the amount charged for caring for subsidized children, child care centers or licensed in-home facilities may not be able to cover the cost of raising workers' wages to the new minimum wage. In this memo, we describe a methodology we have developed for estimating the additional child care subsidy funding needed to cover the cost of a state minimum wage increase for programs administered by the California Department of Education (CDE) and the Department of Social Services through the CalWORKs 1 (Welfare to Work) program. (author abstract)
To see a complete list of new research, please view Archived New Research.