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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.

			Assessing quality in family, friend and neighbor care: The Child Care Assessment Tool for Relatives Porter, Toni, 2006 New York: Bank Street College of Education, Institute for a Child Care Continuum. (No longer accessible as of October 10, 2012). A paper describing the Child Care Assessment Tool for Relatives, an instrument designed to measure quality of child care provided by relatives, in terms of its development and the results of a field test where it was used with low income relative caregivers	Reports & Papers
			Concurrent and predictive validity of the Phelps Kindergarten Readiness Scale-II Duncan, Jennifer, 2005 Psychology in the Schools, 42(4), 355-359 A study of the concurrent and predictive validity of the Phelps Kindergarten Readiness Scale, Second Edition (PKRS-II) in a sample of 74 kindergarten students as a screening tool for possible learning difficulties	Reports & Papers
			Counting the child care workforce: A catalog of state data sources to quantify and describe child caregivers in the fifty states and the District of Columbia Breunig, Gretchen Stahr, 2003 Seattle: University of Washington, Human Services Policy Center. A report on data sources suitable for use in calculating the size of the child care workforce for individual states	Reports & Papers
			Dynamic assessment as an intervention for emergent literacy in Head Start Massetti, Greta M., 2002 Unpublished doctoral dissertation, State University of New York at Stony Brook An evaluation of a dynamic assessment designed to help Head Start teachers emphasize emergent literacy while assessing individual children's achievements	Reports & Papers
			Measuring the social competence of preschool children with specific language impairment: Correspondence among informant ratings and behavioral observations McCabe, Paul C., Winter 2006 Topics in Early Childhood Special Education, 26(4), 234-246 A test comparing several instruments for the detection of specific language impairment (SLI) status in preschool children	Reports & Papers
			A method for estimating child poverty rates, projections for the short-term and the relationship between child poverty and child care subsidy receipt at the county level Dorabawila, Vajeera, February, 2012 Children and Youth Services Review, 34(2), 466-473 A description of a methodology to estimate poverty rates and make projections, and an examination of the relationship between child poverty and child care subsidy receipt, based on data from several select national data sets and from New York State Office of Children and Family Services databases	Reports & Papers
			National Household Education Surveys program of 2005: After-school programs and activities: 2005 Carver, Priscilla R., 2006 (E.D. TAB, NCES 2006-076). Washington, DC: National Center for Education Statistics. An examination of data from the After-School Programs and Activities survey on the participation of kindergarteners through eighth graders in after school programs, with discussion of the survey�s design, the different types of after school care, their participation rates, and the expenses surrounding various types of after school care	Reports & Papers
			Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings Downer, Jason T., Q1 2012 Early Childhood Research Quarterly, 27(1), 21-32 A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states	Reports & Papers
			Out-of-School Time (OST) Observation Instrument: Report of the validation study Pechman, Ellen M., February, 2008 Washington, DC: Policy Studies Associates. A study of the reliability and validity of the Out-of-School Time (OST) Observation Instrument	Reports & Papers
			Pre-K PACE community report Lehmann, Christine, May 2009 (Number T09-002). Rochester, NY: Children's Institute. Findings from an assessment of children's experiences in prekindergarten using the Pre-K PACE (Parent's Appraisal of Children's Experiences) measure, based on a sample of 994 students who participated in Rochester's Early Childhood Assessment Program (RECAP) in Rochester, New York	Reports & Papers
			Reliability and validity of the Stage of Change Scale for Early Education and Care 2.0: Mentor/Coach Form Montes, Guillermo, September, 2011 (No. T11-008). Rochester, NY: Children's Institute. A study of the reliability and the concurrent and predictive validity of the Stage of Change Scale for Early Education and Care 2.0: Mentor/Coach Form, a measure to assess the readiness of early childhood educators or care providers to change their practices or program, based on data on group family child care providers collected by mentors as part of a home visiting quality initiative in Rochester, New York	Reports & Papers

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