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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Full Text:no [remove]; Classification:Socioeconomic Status [remove];
59 results found.|
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America's early childhood literacy gap An overview of children's early literacy development, the early literacy skills gap between children from low-income and middle-income families, and the role of early interventions in reducing the gap |
Fact Sheets & Briefs
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Associations among family environment, sustained attention, and school readiness for low-income children A study of sustained attention as a mediator of the relationship between family environment and school readiness, based on data from 1,046 low income children, with family environment data collected at 3-years-old and both attention and school readiness data collected at 5-years of age |
Reports & Papers
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Becoming literate in the city: The Baltimore Early Childhood Projects A longitudinal study examining the literacy development of African American and European American children with low-income and middle-income backgrounds between prekindergarten and third grade |
Reports & Papers
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Characteristics of Sure Start local programme areas: Rounds 1 to 4: Profiles of Rounds 1 to 4 Sure Start local programme areas and a sample of Round 5, to-be-Sure Start local programme areas [Executive summary] A summary of a study of the changes in the Sure Start local programs for disadvantaged children under five years of age in the United Kingdom |
Executive Summary
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Child care A discussion of Georgia policies regarding quality child care for disadvantaged children who are at risk for academic and social problems |
Fact Sheets & Briefs
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Child care and children of color A discussion of the United States Family Support Act of 1988 and the developmental impact of poverty and child care regulations on children from socioeconomically disadvantaged families |
Other
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Child Care Choices of Low-Income Families with Vulnerabilities This project explores the ways in which low-income, vulnerable families choose child care. The goal is to identify the family characteristics and contextual factors that expand or limit child care choices. The three-year project takes place in several low-income, urban communities participating in the Annie E. Casey Foundation's Making Connections initiative. The sites are Oakland, Providence, Seattle, and Denver. The focus is on vulnerable families, including families who have children with special needs, parents who are English language learners or immigrants, parents receiving Temporary Assistance for Needy Families (TANF), and children at risk of maltreatment. The research includes a family study and a community study. The family study includes two rounds of field-based, semi-structured interviews with parents regarding their decision-making processes related to child care. The community study, which takes place between the two rounds of family interviews, includes interviews with key community members regarding the community and policy contexts that affect child care choices. The following research questions are addressed: (1) What factors influence choice of care among low-income working families in a diverse set of urban neighborhoods? How do different families with particular vulnerabilities make child care choices?; (2) How do child care choice processes of parents overall, and particularly families who have special vulnerabilities, interact with several key contextual factors (e.g., job options, local policies and programs)?; and (3) What family characteristics or contextual factors seem to particularly expand or constrain the child care choices of low-income families overall, and the lives of vulnerable families in particular? Which of these seem amenable to policy strategies to support choices for low-income working families, and what should these strategies be? |
Administration for Children and Families/OPRE Projects
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Child care essential ingredient for sustained, full-time work for welfare recipients A brief emphasizing the need for child care among low income families departing welfare-to-work programs, based upon findings from the Alameda County CalWORKs Needs Assessment and Outcomes Study. |
Fact Sheets & Briefs
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Child care for children in poverty: Opportunity or inequality? A study of child care quality in child care centers serving children from low-income families, its relationship to type of center-based programming, and its comparability to child care quality in centers serving upper- and middle-income families, based on data from the nationally representative Profile of Child Care Settings study and the National Child Care Staffing Study, which collected observational data on child care quality in 227 child care centers in five cities |
Reports & Papers
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Demonstration programs: Model programs that document positive outcomes for children from low-income neighborhoods A summary of the social, cognitive and academic impacts of comprehensive early education programs for preschool-aged children from socioeconomically disadvantaged families |
Other
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Do no harm: Under-funding child care hurts kids A discussion of barriers to quality child care access for low-income families in Connecticut |
Fact Sheets & Briefs
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Early Childhood Education and Assistance Program: An investment in children and families: Year 8 longitudinal study report Findings from Year 8 of the Early Childhood Education and Assistance Program (ECEAP) longitudinal study, based on a sample of 984 children who participated in ECEAP and whose families receive public assistance |
Reports & Papers
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Early language and literacy skills in low-income African American and Hispanic children A discussion of the influences of multiple risk and protective factors in low income African American and Hispanic children in delaying early literacy skills |
Other
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The economic environment of childhood A summary of the economic environment of childhood with special emphasis on trends in the average level of family economic resources available to poverty children |
Other
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Effective partnering for school change: Improving early childhood education in urban classrooms A description of the Schools Project, a partnership between the Erikson Institute and nine Chicago public elementary schools created to improve the learning environments of low income children |
Reports & Papers
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The effects of developmentally appropriate preschool experience on at-risk children's logical-mathematical skills A study of the effects of developmentally appropriate high-quality preschool providing hands-on activities and a play-based curriculum on the logical-mathematical skills of at-risk children, with a control group of 160 children and a treatment group of 106 children between the ages of four and five |
Reports & Papers
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Effects of an emergent literacy intervention for children with language impairments from low-income environments An examination of the effectiveness of an emergent phonological and print awareness intervention conducted three times a week during shared book reading sessions with low income preschool children with and without language impairments |
Reports & Papers
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Ensuring a fair start for all children: The case of Brazil An examination of the return on investments in early child development focusing on poor children from several well known U.S. interventions and data from Brazil |
Other
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Environmental supports for language acquisition An analysis of the relation between children's early experiences with oral language acquisition in the home environment and their language skills at school entrance age, including the influence of socioeconomic status |
Reports & Papers
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Examining the contribution of temperament and motivation characteristics to attention regulation in preschoolers from Head Start An analysis of how individual children's temperament and motivation affect their attention abilities using a sample from a Head Start center |
Reports & Papers
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An experimental evaluation of an intervention to stimulate written language awareness in preschool children from low-income households An inquiry into the relationship between hearing a book being read and the development of literacy skills, based on a sample of 30 children aged 2- to 5- years old enrolled in a Head Start program |
Reports & Papers
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Family-centered Head Start for infants and toddlers: A renewed direction for Project Head Start A discussion of expanding the Head Start program in a family-centered direction to address the needs of economically disadvantaged children between the ages of infancy and three years-old |
Reports & Papers
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Family Focus for School Success: An early intervention program in Redwood City A discussion of the Family Focus for School Success program, which helps at-risk students adjust to school, endeavors to enhance the achievement of children from disadvantaged home environments, and seeks to improve the social and emotional competence of targeted children and parents |
Other
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Fighting poverty: Attentive policy can make a huge difference 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
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Head Start: A story of need A discussion of the Head Start program's operation in the rural community of Rawlins, Wyoming |
Fact Sheets & Briefs
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