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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Brooks-Gunn, Jeanne [remove]; Pub Year:2011 [remove];
6 results found.|
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Early childhood education: The likelihood of sustained effects An overview of research on the effects of several early education programs on the cognitive, socioemotional, and academic skills of children in the elementary school years |
Other
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Estimating the effects of Head Start on parenting and child maltreatment A study of the relationship between Head Start participation and both maltreatment and harsh parenting in a sample of 2,807 low income families |
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Head Start and urban children's school readiness: A birth cohort study in 18 cities A longitudinal investigation of the links between Head Start participation and the cognitive and social competencies associated with children's school readiness, based on a subsample of 2,803 children from eighteen cities who participated in the Fragile Families and Child Wellbeing Study |
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The impact of child care subsidy use on child care quality A study of the relationship between government subsidization and both selection of child care and quality of arrangements, based on data from parents of 456 3-year-olds in 14 cities in the United States |
Reports & Papers
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Latino American Children and School Readiness: The Role of Early Care Arrangements and Caregiver Language The number of Latino children in the United States is steadily increasing. This demographic transformation presents several challenges for the United States, one of which is meeting the diverse educational needs of Latino children. This challenge is great; evidence from one national sample of kindergarten students estimates that by kindergarten the Latino-White achievement gaps are as large as 0.77 standard in math and 0.52 standard deviations in reading. Previous research indicates that high quality, center-based child care may help reduce these disparities. This dissertation aims to extend on this literature, using a nationally representative sample of Latino American children, to: (1) investigate selection processes into different care arrangements at 2- and 4-years of age; (2) estimate the impact of these different care arrangements on Latino American children's math, literacy and approaches to learning outcomes in the fall of kindergarten; and (3) examine whether these associations differ by the language spoken in the home, the language spoken by the child's care provider, or match between the two. Research questions include: (1) What factors predict Latino American children's enrollment into different care arrangements at 2-years (center-based care, parental care, or other home-based care) and 4-years (Head Start, pre-kindergarten, other center-based care, parental care, or other home-based care)?; (2) What are the associations between these care arrangements and Latino children's math, literacy, and approaches to learning scores in the fall of kindergarten?; and (3) Are there differential treatment effects depending on the language: (a) of the care provider?; (b) of the home?; (c) the match between home and care provider? |
Administration for Children and Families/OPRE Projects
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Who uses child care subsidies?: Comparing recipients to eligible non-recipients on family background characteristics and child care preferences A study of predictors of subsidy receipt among eligible families and a second study that compares subsidy recipients' to eligible non-recipients' use of Head Start, public pre-kindergarten, or subsidized care, based on data from a nationally representative longitudinal sample of preschoolers |
Reports & Papers
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