Related Resource of 12344
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Effects of reducing child care subsidy copayments in Washington State: Final report A study of the impact on subsidy duration, employment, and income of reduced child care subsidy copayments, based on 5,106 Washington State child care subsidy applicants randomly assigned to standard or reduced copayment schedules |
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Effects of reducing child care subsidy copayments in Washington State: Final report [Executive summary] A summary of a study of the impact on subsidy duration, employment, and income of reduced child care subsidy copayments, based on 5,106 Washington State child care subsidy applicants randomly assigned to standard or reduced copayment schedules |
Executive Summary |
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Evaluation of Child Care Subsidy Strategies: Massachusetts Family Child Care Study, 2005-2007 The Massachusetts Family Child Care study is a two-year evaluation, conducted by Abt Associates Inc, the Manpower Development Research Corporation (MDRC) and the National Center for Children in Poverty (NCCP), of the impacts of the LearningGames program on providers and children in family child care. LearningGames is designed to train caregivers to stimulate children?s cognitive, language, and social-emotional development through a set of 200 simple games that encourage intensive, one-on-one interactions as a platform that allows the adult to engage the child in meaningful conversation, to listen to the child and respond to the child?s questions and actions, and to scaffold and build on the child?s growing skills at using and understanding language. The goal of LearningGames is to increase the frequency of rich language interactions between caregivers and children due to the importance of oral language development in children?s understanding of words and concepts, in their ability to become competent readers, and in their long-term academic success and of the role played by rich language stimulation in promoting children?s development. This evaluation of LearningGames examines the effectiveness of the program in changing the behavior of the family child care providers and the developmental outcomes for the children who are cared for by providers trained on LearningGames. |
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Evaluation of Child Care Subsidy Strategies: Findings from an experimental test of three language/literacy interventions in child care centers in Miami-Dade County: Final report Findings from a two-year experimental study of the impacts of three different language and literacy interventions on teacher behavior, classroom environment, and children's language development and early literacy skills in classrooms of 4-year-olds at child care centers serving children from low-income families in Miami-Dade County, Florida |
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Evaluation of Child Care Subsidy Strategies: Illinois Site Public Use Files, 2005-2006 The Evaluation of Child Care Subsidy Strategies is a multi-site, multi-year effort to determine whether and how different child care subsidy policies and procedures and quality improvement efforts help low-income parents obtain and hold onto jobs and improve outcomes for children. Funding from the Child Care and Development Fund (CCDF) administered by the Office of Child Care are divided into two purposes. The vast majority are aimed at assisting children of low-income working parents whose eligibility is determined by states within broad federal guidelines, while a much smaller portion (4%) work with state matching funds to improve the quality of child care for all children. For this studies series, four experiments were conducted, two test alternative subsidy policies for low-income families and two test approaches to the use of set-aside funds for improving child care quality for all children. The four study sites and focus of evaluation include: (1) effectiveness of three language and literacy curricula on teaching practices and children's language and literacy outcomes (Miami Dade County, Florida); (2) impact of alternative eligibility and re-determination child care subsidy policies on parental employment outcomes (Illinois); (3) impact of alternative child care co-payment structures on use of child care subsidies and employment outcomes (Washington) and (4) effectiveness of training on Learning Games curriculum in changing care-giving practices in family child care homes and children's developmental outcomes (Massachusetts). The Illinois site of the Evaluation of Child Care Subsidy Strategies was designed to test the impact of increased income eligibility and extended redetermination period on various child care and economic outcomes (such as type of care used, stability of child care arrangements, earnings, employment, etc.). Under the state's 2005 program rules, a family was eligible for subsidies if their income was below 50 percent of state median income (SMI) for their family size, and this eligibility was redetermined for most families every 6 months. In the evaluation, income eligibility was extended to 50 to 65 percent of state median income, and the redetermination period was extended from 6 to 12 months. To isolate the impact of each programmatic change, families who qualified for the study were randomly assigned to one of three groups: (1) a control group, (2) a 6-month redetermination program group, or (3) a 12-month redetermination program group. Families in the control group received no enhanced access to subsidies; families in the 6-month program group were eligible for subsidies as long as their income remained below 65 percent of SMI and had to reapply for subsidies every 6 months; and families in the 12-month redetermination program group were eligible for subsidies with income up to 65 percent of SMI and had to reapply for subsidies every 12 months. In the follow-up survey, respondents were asked a series of questions about the following topics: Child Care Arrangements; Child Care Reliability and Flexibility, Satisfaction with the Care, and Costs; Employment; Major Life Events; and Income. |
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Evaluation of Child Care Subsidy Strategies: Findings from Project Upgrade in Miami-Dade County Findings from an experimental study of the impacts of three different language and literacy interventions on teacher behavior, classroom environment, and children's language development and early literacy skills in classrooms of 4-year-olds at child care centers serving children from low-income families in Miami-Dade County |
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Evaluation of Child Care Subsidy Strategies: Implementation of three language and literacy interventions in Project Upgrade A study of the design and implementation of three different language and literacy interventions in child care centers serving children from low-income families in Miami-Dade County, Florida |
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Project Upgrade in Miami-Dade County, Florida, 2003-2009 A two-year experiment, Project Upgrade tests the effectiveness of three different language and literacy interventions, Ready, Set, Leap! (RSL!), Breakthrough to Literacy (BTL) and Building Early Language and Literacy (BELL) implemented in child care centers in Miami-Dade County, Florida, that served children from low-income families. One hundred and sixty-two centers were randomly assigned to one of three research-based curricula or to a control group that continued with its existing program. The curricula, while grounded in a common set of research findings, differed in intensity, pedagogic strategies, and use of technology. In each center, one classroom that served four-year-old children was selected for the study. Teachers and aides assigned to the three treatment groups received initial and follow-up training as well as ongoing mentoring over a period of approximately 18 months, from Fall 2003 to Spring 2005. The study tested two kinds of outcomes: teacher behavior and interactions with children, and aspects of the classroom environment that support children?s language and literacy development, measured through direct observation; and children?s language and pre-literacy skills, measured by their performance on a standardized assessment. |
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Evaluation of Child Care Subsidy Strategies: Follow-up study of the participants in Project Upgrade in Miami-Dade: Research brief Findings from a follow-up study of the impacts on early elementary children's reading and math achievement of two early language and literacy interventions that had been implemented in classrooms for 4-year-olds at child care centers serving children from low-income families in Miami-Dade County, Florida |
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Evaluation of Child Care Subsidy Strategies: Massachusetts family child care study: Executive summary A summary of an implementation and impact evaluation of LearningGames, an intervention to promote children's development through language-rich interactions between caregivers and children, in family child care homes in Massachusetts, based on pre- and post-test observations of 173 experimental and 180 control providers |
Executive Summary |
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The effect of child care subsidies for moderate-income families in Cook County, Illinois: Final report A study of the impact on employment, earnings, and child care outcomes of expanding child care subsidy eligibility to moderate-income families and of extending the subsidy eligibility redetermination period from six months to a year, based on 1,884 Cook County, Illinois, child care subsidy applicants with incomes exceeding the state's eligibility limit who were randomly assigned to standard or expanded eligibility and, if assigned to expanded eligibility, to standard or extended redetermination |
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Evaluation of Child Care Subsidy Strategies: Washington Site Public Use Files, 2005 The Evaluation of Child Care Subsidy Strategies is a multi-site, multi-year effort to determine whether and how different child care subsidy policies and procedures and quality improvement efforts help low-income parents obtain and hold onto jobs and improve outcomes for children. Funding from the Child Care and Development Fund (CCDF) administered by the Office of Child Care are divided into two purposes. The vast majority are aimed at assisting children of low-income working parents whose eligibility is determined by states within broad federal guidelines, while a much smaller portion (4%) work with state matching funds to improve the quality of child care for all children. For this studies series, four experiments were conducted, two test alternative subsidy policies for low-income families and two test approaches to the use of set-aside funds for improving child care quality for all children. The four study sites and focus of evaluation include: (1) effectiveness of three language and literacy curricula on teaching practices and children's language and literacy outcomes (Miami Dade County, Florida); (2) impact of alternative eligibility and re-determination child care subsidy policies on parental employment outcomes (Illinois); (3) impact of alternative child care co-payment structures on use of child care subsidies and employment outcomes (Washington) and (4) effectiveness of training on Learning Games curriculum in changing care-giving practices in family child care homes and children's developmental outcomes (Massachusetts). The Washington evaluation was designed to test the impact of changing parental copayment levels on various child care and economic outcomes (such as type of care used, earnings, employment, etc). The copayment amount refers to the amount that families who are receiving child care subsidies contribute to the cost of child care, while the copayment schedule refers to the amount or the rate at which the copayment changes as income increases or decreases. In all states, the copayment amount is larger for families with higher incomes. In Washington in 2005, a three-person family receiving child care subsidies paid 3 percent of the cost of child care if their income was 33 percent of the federal poverty threshold, but 16 percent of the cost of care if their income was 200 percent of the threshold. In the Washington child care subsidy program, families were divided into three income tiers. Families in Tier 1 had incomes at or below 82 percent of the federal poverty threshold, families in Tier 2 had incomes between 83 and 137.5 percent of the threshold, and families in Tier 3 had incomes between 137.5 and 200 percent of the threshold. Under the standard copayment schedule used by Washington in 2005, child care subsidy recipients in Tier 1 paid $15 per month, while recipients in Tier 2 paid $50 per month. Families in Tier 3 faced a sliding copayment schedule, with the copayment increasing by 44 cents for each additional dollar of income beyond 137.5 percent of the poverty threshold. In the evaluation, study participants were randomly assigned to one of two groups: (1) a control group assigned to the standard copayment schedule, and (2) a program group assigned to an alternative copayment schedule, which had copayment amounts that were equal to or lower than standard copayment schedule amounts. |
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The effect of child care subsidies for moderate-income families in Cook County, Illinois: Final report [Executive summary] A summary of a study of the impact on employment, earnings, and child care outcomes of expanding child care subsidy eligibility to moderate-income families and of extending the subsidy eligibility redetermination period from six months to a year, based on 1,884 Cook County, Illinois, child care subsidy applicants with incomes exceeding the state's eligibility limit who were randomly assigned to standard or expanded eligibility and, if assigned to expanded eligibility, to standard or extended redetermination |
Executive Summary |
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Evaluation of Child Care Subsidy Strategies: Massachusetts family child care study An implementation and impact evaluation of LearningGames, an intervention to promote children's development through language-rich interactions between caregivers and children, in family child care homes in Massachusetts, based on pre- and post-test observations of 173 experimental and 180 control providers |
Reports & Papers |
