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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Administration for Children and Families/OPRE Projects [remove]; Classification:Research Methods [remove];
5 results found.|
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Connecticut Early Childhood Research and Development Project: Child Care Data CONNections A project undertaken by the Connecticut Department of Social Services, and the Child Health and Development Institute of Connecticut, to build a statewide research infrastructure for well-informed, effective and efficient program and policy development at state and local levels, with the advice and guidance of six stakeholder panels (research, data, advocacy, technology, funders, and data users). Activities include building an inventory of databases, prioritizing recommendations for aligning existing databases and related information dissemination processes, and developing a three- to five-year research agenda. |
Administration for Children and Families/OPRE Projects
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Improving the Quality of Child Care Available and Used by Low-Income Working Parents and At-Risk Families through the Development of an Integrated Data Systems Model for Policy Research and Decision-Making The goal of this project is to develop an interagency, integrated data system for the purpose of assessing accessibility and quality of early care and education programs available to and utilized by low-income working parents and at-risk families, as well as the impact of quality initiatives to support the school readiness of children in the Commonwealth of Virginia. Steps to creating the unit include: identifying current data collected at the state and local levels; assessing data quality and gaps; establishing appropriate data sharing and protection agreements; and designing and incrementally building and deploying the system. The data system produced will be a web-accessible, data management system designed to provide reliable data usable by appropriate state, local, nonprofit, academic and other stakeholders, to increase support for policy-level decision-making in Virginia. The following questions are addressed: (1) What types of and what is the quality of child care being used by families in the subsidy program?; (2) Does this vary by locality and family characteristics, such as ethnicity?; and (3) How are these children faring in Kindergarten? |
Administration for Children and Families/OPRE Projects
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Maine Child Care Research Project This project consists of two components, one focused on program quality comparing programs enrolled in Maine's Quality Rating System (QRS) to those not enrolled. The other component is focused on use of child level assessment information to improve program quality. The purpose of the first component is to increase knowledge about improvements to program quality over time considering influences due to enrollment in the Maine Quality Rating System (QRS). Programs enrolled in the QRS receive additional supports than those programs not enrolled in the QRS. This study component also includes a focus on a set of programs enrolled in the QRS and contracted by the state DHHS to provide child care services to low-income working parents. Baseline data was collected in 2009 and follow-up data is being collected in 2011. The aim of the second study component is to explore the kinds of approaches to assessments that are used with infants and toddlers in higher quality programs. Authentic child level assessment is a standard in the QRS and this case study research will increase knowledge about how this standard is being met and or what barriers exist to meeting this standard. The research questions are: (1) What are the differences in program quality between child care programs enrolled in the Maine Department of Health and Human Services (DHHS) Quality Rating System (QRS) and child care programs not enrolled in the Maine DHHS Quality Rating System?; (2) What is the impact of federal Child Care Development Fund (CCDF) quality funding and subsequent supports on improving the quality of care available to and utilized by low-income working parents through contracted child care sites?; and (3) How are individual programs that serve infants and toddlers meeting the authentic assessment standard of the Quality for ME system? |
Administration for Children and Families/OPRE Projects
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Maryland Cooperative Agreement to Merge Data Files to Research the Effect of Subsidy Programs on School Readiness A recent shift of the child care subsidy program to the Maryland State Department of Education in 2006 has allowed for increased collaboration among the child care licensing, subsidy, and credentialing offices and the State education system. The goal of this project is to examine associations between child care subsidy receipt and kindergarteners' school readiness. The three main components of this project include: (1) enhancing and analyzing administrative data; (2) contextualizing findings from administrative data through findings from focus groups; and (3) building a research consortium with the goal of refining early childhood education policy. Research questions include: (1) How do children who received a child care subsidy the year prior to kindergarten perform on assessments of school readiness upon kindergarten entry? How do these children compare with children from low-income families who did not receive a subsidy?; (2) How do parents and community-based child care providers define high quality care and school readiness? What challenges and supports do providers experience when preparing children for kindergarten?; and (3) What is the quality of providers who accept child care subsidies, and those who actually serve subsidized children throughout the state? |
Administration for Children and Families/OPRE Projects
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New England Workforce Partners for Early Care and Education (NEW Partners) A partnership focusing on child care workforce issues, developing an infrastructure for routine data collection and analysis in each State, describing the child care workforce in New England, and helping to translate data and findings into policy development, refinement and implementation. Questions addressed include: (1) What does the workforce look like?; (2) How do key variables interact?; (3) What types of professional supports are available and used by caregivers?; (4) What effects do policy innovations have on workforce quality and stability?; and (5) What are the State-by-State variations? |
Administration for Children and Families/OPRE Projects
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