Child Care and Development Fund Administrative Data, Federal Fiscal Year 2008 (CCDF) [United States]
United States. Department of Health and Human Services, 2011
United States Department of Health and Human Services. Administration for Children and Families. Office of Child Care . Child Care and Development Fund Administrative Data, Federal Fiscal Year 2008 [Computer file]. ICPSR30423-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2011-04-07. doi:10.3886/ICPSR30423
This administrative dataset provides descriptive information about the families and children served through the federal Child Care and Development Fund (CCDF). CCDF dollars are provided to states, territories, and tribes to provide assistance to low-income families receiving or transitioning from temporary public assistance, in obtaining quality child care so they can work, or depending on their state's policy, attend training or receive education.
Current Population Survey, October 2010: School Enrollment and Internet Use Supplement
United States. Bureau of the Census, 06 October, 2011
United States Department of Commerce. Bureau of the Census, United States Department of Education. National Center for Educational Statistics, and United States Department of Labor. Bureau of Labor Statistics. Current Population Survey, October 2010: School Enrollment and Internet Use Supplement. ICPSR31541-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2011-10-06. doi:10.3886/ICPSR31541.v1
This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topics of School Enrollment and Internet Use in the United States, which was administered as a supplement to the 2010 October CPS. The Census Bureau and the National Center for Education Statistics jointly sponsored the supplemental questions for October.
The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment.
The October 2010 supplemental survey queried respondents on school enrollment for all persons in the household aged three years and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Respondents were also queried on Internet and computer use, particularly if members of the household use the Internet, and how access to the Internet is obtained.
Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.
Project Upgrade in Miami-Dade County, Florida, 2003-2009
Layzer, Jean I., 2011
Layzer, Jean. Project Upgrade in Miami-Dade County, Florida, 2003-2009 [Computer file]. ICPSR31061-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2011-04-27. doi:10.3886/ICPSR31061
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.