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Current Filters: Author:Brooks-Gunn, Jeanne [remove]; Pub Year:2011 [remove];

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Early childhood education: The likelihood of sustained effects
Brooks-Gunn, Jeanne, 2011
In E.F. Zigler, W.S. Gilliam, & W.S. Barnett (Eds.), The pre-k debates: Current controversies and issues (pp. 200-205). Baltimore: Paul H. Brookes

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



Head Start and urban children's school readiness: A birth cohort study in 18 cities
Zhai, Fuhua, January 2011
Developmental Psychology, 47(1), 134-152

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
Ryan, Rebecca, Q3 2011
Early Childhood Research Quarterly, 26(3), 320-331

In 2008, the federal government allotted $7 billion in child care subsidies to low-income families through the state-administered Child Care and Development Fund (CCDF),now the government's largest child care program (US DHHS, 2008). Although subsidies reduce costs for families and facilitate parental employment, it is unclear how they impact the quality of care families purchase. This study investigates the impact of government subsidization on parents' selection of child care quality using multivariate regression and propensity score matching approaches to account for differential selection into subsidy receipt and care arrangements. Data were drawn from the Child Care Supplement to the Fragile Families and Child Wellbeing Study (CCS-FFCWS), conducted in 2002 and 2003 in 14 of the 20 FFCWS cities when focal children were 3 years old (N= 456). Our results indicate that families who used subsidies chose higher quality care than comparable mothers who did not use subsidies, but only because subsidy recipients were more likely to use center-based care. Subgroup analyses revealed that families using subsidies purchased higher-quality home-based care but lower-quality center-based care than comparable non-recipients. Findings suggest that child care subsidies may serve as more than a work support for low-income families by enhancing the quality of nonmaternal care children experience but that this effect is largely attributable to recipients' using formal child care arrangements (versus kith and kin care) more often than non-recipients. (author abstract)

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Latino American Children and School Readiness: The Role of Early Care Arrangements and Caregiver Language
Bumgarner, Erin, 2011
Columbia University, Teachers College

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


Who uses child care subsidies?: Comparing recipients to eligible non-recipients on family background characteristics and child care preferences
Johnson, Anna D., July 2011
Children and Youth Services Review, 33(7), 1072-1083

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

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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