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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Administration for Children and Families/OPRE Projects [remove]; Pub Year:2004 [remove]; Classification:Child Care & Early Education Quality [remove];
4 results found.|
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Child Care Quality: Does Partnering with Head Start Make a Difference? A three-year investigation of the relationship between Child Care/Head Start partnerships, observed quality, and children's school readiness, conducted in Ohio by the Education Development Center (EDC). The research expands on an existing study to examine: (1) under what conditions child care partnerships with Head Start are related to observed child care classroom quality; (2) whether there is a link between partnerships and children's school readiness; and (3) whether partnerships are associated with observed quality in family child care homes. The study uses data collected on environmental quality and child outcomes, through the use of observational and child assessment instruments, from 67 child care center classrooms, 673 children, and 135 family child care homes, all randomly selected. This research addresses critical questions about the effectiveness of coordination efforts and provides evidence about the outcomes of strategies designed to improve child care quality. |
Administration for Children and Families/OPRE Projects
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Investigating the Impact of a State-Wide Unified Professional Development System on Quality Environments and Child Outcomes A study building on the current evaluation of the state KIDS NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacts the educational level of early care and education providers and subsequent classroom quality. The influence of these indicators are examined to determine their impact on child outcomes. The research design includes a multi-site, mixed-methods design with 213 centers, 265 classrooms and teachers that represent three types of classroom settings (child care, Head Start, and state preschool). Child level outcome data are collected on 357 4-year-old children across settings. The primary objective of this research is to determine: (1) the degree to which a unified professional development system developed at the state level results in positive child outcomes; and (2) the degree to which the educational level of early care and education providers enhances the quality of classroom environments. |
Administration for Children and Families/OPRE Projects
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Midwest Child Care Research Consortium A study that undertakes four tasks: (1) piloting and validating four linked state child care Quality Rating Systems (QRS); (2) identifying what training providers at different levels in the QRS select; (3) measuring the effects of training on child care quality; and (4) assessing provider attitudes about professional development, and parent attitudes about quality ratings. Methods include interviews and observations involving four hundred child care centers and family child care homes, 600 classrooms, 2,200 child care providers, and 200 child care center directors in 8 randomly selected communities (one rural and one urban community from each state), in addition to interviews and focus groups with subsidy-receiving and non-subsidy-receiving parents. The study informs child care policy and program choices about investments in child care quality and provider training and professional development, and outcomes that relate to alternative child care subsidy policies. |
Administration for Children and Families/OPRE Projects
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Understanding Quality in Context: Child Care Providers, Markets, Communities, and Policy An examination of the role and relative importance of provider and program characteristics that influence quality of care offered by child care providers, and an exploration of whether these differ for providers receiving subsidies. The project augments existing quantitative and qualitative provider data collected in five communities. A total of 417 center directors and 536 family child care providers, caring for children under age five for at least 40 hours per week, are included in a sample of subsidized and unsubsidized programs. A second project phase examines how these factors play a role in decision-making as providers decide how to allocate resources related to program quality. The study informs policy and program choices about: (1) how provider, market, community, and subsidy policy factors shape the quality of child care; (2) the relative importance of these factors; and (3) whether the factors and their relative importance differ for providers receiving voucher-based child care subsidies. |
Administration for Children and Families/OPRE Projects
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