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Early childhood care and education: Effects on ethnic and racial gaps in school readiness
Magnuson, Katherine A., 2005
The Future of Children, 15(1), 169-196

An examination of the different early childhood care and education experiences of white, black, and Hispanic children and the role of these experiences in determining children's school readiness

Reports & Papers

The effects of early maternal employment on child cognitive development
Waldfogel, Jane, 2002
Demography, 39(2), 369-392

A study of the effects on child cognitive development at age seven or eight of maternal labor force reentry during the first three years of life, controlling for factors such as child care use, based on mothers and their children in the nationally representative National Longitudinal Survey of Youth 1979

Reports & Papers

The effects of expanded public funding for early education and child care on preschool enrollment in the 1990s
Magnuson, Katherine A.,
New York: Russell Sage Foundation.

An examination of the relationship between public funding and child care enrollment levels among low-income children between 1992-2000, based on merging cross sectional data from the October Current Population Survey with data on state-level funding

Reports & Papers

Fighting poverty: Attentive policy can make a huge difference
Smeeding, Timothy M., March 2010
Journal of Policy Analysis and Management, 29(2), 401-407

A discussion of child poverty trends in the United Kingdom and the United States from 1989-2008 and related poverty policies thought to be responsible for those trends

Other

First-year maternal employment and child development in the first 7 years
Brooks-Gunn, Jeanne, August 2010
Monographs of the Society for Research in Child Development, 75(2), 1-145

A study of the relationships between the hours worked by mothers in the first year of their children's lives and the socioemotional and cognitive development of their children at age 3, age 4.5, and in first grade, and a study of differences in these relationships in samples of white and African American children, based on a secondary analysis of data collected from over 1,000 families from 10 areas throughout the United States

Reports & Papers

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

Reports & Papers

Inequality in children's school readiness and public funding
Magnuson, Katherine A., Fall 2005
Focus, 24(1), 12-18

An analysis of the relationship between the rise in public preschool funding and socioeconomic disparities in preschool enrollment, with considerations of preschool quality and its role in school readiness for disadvantaged children

Other

Inequality in pre-school education and school readiness
Magnuson, Katherine A., 2003
New York: Russell Sage Foundation.

A study examining links between center or school-based preschool attendance and factors that contribute to school readiness and success, including reading and math skills, and suggests that school success gaps between children from high to middle and middle to low income families may be narrowed or eliminated by sending all children to preschool using data from the Early Childhood Longitudinal Study- Kindergarten Class of 1998-99 (ECLS-K)

Reports & Papers

Preschool child care and parents' use of physical discipline
Magnuson, Katherine A., 2005
Infant and Child Development, 14(2), 177-198

A study of the association between child care use and parents' use of physical discipline, based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)

Reports & Papers

A question of quality: Do children from disadvantaged backgrounds receive lower quality early years education and care in England?
Gambaro, Ludovica, March, 2013
(CASE/171). London: Centre for Analysis of Social Exclusion.

This paper examines how the quality of formal early childhood education and care is associated with children's background. By using different indicators of quality, the research also explored how the relationship varies depending on the way quality is measured. The analysis combines information from three administrative datasets -- the Early Years Census, the Schools Census and the Office for Standards in Education, Children's Services and Skills (Ofsted) dataset on inspections (2010-11). The results suggest that children from disadvantaged background have access to better qualified staff. However, services catering for more disadvantaged children are more segregated and receive poorer quality ratings from Ofsted, the national inspectorate. (author abstract)

Reports & Papers

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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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			Early childhood care and education: Effects on ethnic and racial gaps in school readiness Magnuson, Katherine A., 2005 The Future of Children, 15(1), 169-196 An examination of the different early childhood care and education experiences of white, black, and Hispanic children and the role of these experiences in determining children's school readiness	Reports & Papers
			The effects of early maternal employment on child cognitive development Waldfogel, Jane, 2002 Demography, 39(2), 369-392 A study of the effects on child cognitive development at age seven or eight of maternal labor force reentry during the first three years of life, controlling for factors such as child care use, based on mothers and their children in the nationally representative National Longitudinal Survey of Youth 1979	Reports & Papers
			The effects of expanded public funding for early education and child care on preschool enrollment in the 1990s Magnuson, Katherine A., New York: Russell Sage Foundation. An examination of the relationship between public funding and child care enrollment levels among low-income children between 1992-2000, based on merging cross sectional data from the October Current Population Survey with data on state-level funding	Reports & Papers
			Fighting poverty: Attentive policy can make a huge difference Smeeding, Timothy M., March 2010 Journal of Policy Analysis and Management, 29(2), 401-407 A discussion of child poverty trends in the United Kingdom and the United States from 1989-2008 and related poverty policies thought to be responsible for those trends	Other
			First-year maternal employment and child development in the first 7 years Brooks-Gunn, Jeanne, August 2010 Monographs of the Society for Research in Child Development, 75(2), 1-145 A study of the relationships between the hours worked by mothers in the first year of their children's lives and the socioemotional and cognitive development of their children at age 3, age 4.5, and in first grade, and a study of differences in these relationships in samples of white and African American children, based on a secondary analysis of data collected from over 1,000 families from 10 areas throughout the United States	Reports & Papers
			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	Reports & Papers
			Inequality in children's school readiness and public funding Magnuson, Katherine A., Fall 2005 Focus, 24(1), 12-18 An analysis of the relationship between the rise in public preschool funding and socioeconomic disparities in preschool enrollment, with considerations of preschool quality and its role in school readiness for disadvantaged children	Other
			Inequality in pre-school education and school readiness Magnuson, Katherine A., 2003 New York: Russell Sage Foundation. A study examining links between center or school-based preschool attendance and factors that contribute to school readiness and success, including reading and math skills, and suggests that school success gaps between children from high to middle and middle to low income families may be narrowed or eliminated by sending all children to preschool using data from the Early Childhood Longitudinal Study- Kindergarten Class of 1998-99 (ECLS-K)	Reports & Papers
			Preschool child care and parents' use of physical discipline Magnuson, Katherine A., 2005 Infant and Child Development, 14(2), 177-198 A study of the association between child care use and parents' use of physical discipline, based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)	Reports & Papers
			A question of quality: Do children from disadvantaged backgrounds receive lower quality early years education and care in England? Gambaro, Ludovica, March, 2013 (CASE/171). London: Centre for Analysis of Social Exclusion. This paper examines how the quality of formal early childhood education and care is associated with children's background. By using different indicators of quality, the research also explored how the relationship varies depending on the way quality is measured. The analysis combines information from three administrative datasets -- the Early Years Census, the Schools Census and the Office for Standards in Education, Children's Services and Skills (Ofsted) dataset on inspections (2010-11). The results suggest that children from disadvantaged background have access to better qualified staff. However, services catering for more disadvantaged children are more segregated and receive poorer quality ratings from Ofsted, the national inspectorate. (author abstract)	Reports & Papers