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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in five years [remove]; Pub Year:2011 [remove]; Full Text:no [remove]; Classification:Parents & Families [remove];
18 results found.|
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Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in K-12 and beyond: FY 2009-10 final evaluation report An evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares third and fifth grade outcomes of participants and nonparticipants |
Reports & Papers
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Assembly Bill 563: Nevada early childhood education (ECE) program: Building a foundation for school readiness and success in K-12 and beyond: FY 2009-10 final evaluation report: Executive summary A summary of an evaluation of the Nevada publicly-funded early childhood education program for preschool-age children that examines program characteristics and quality, explores the developmental progress and parental involvement of program participants over the program year, and compares third and fifth grade outcomes of participants and nonparticipants |
Executive Summary
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2008 (CCDF) [United States] This administrative dataset provides descriptive information about the families and children served through the federal Child Care and Development Fund (CCDF). CCDF dollars are provided to states, territories, and tribes to provide assistance to low-income families receiving or transitioning from temporary public assistance, in obtaining quality child care so they can work, or depending on their state's policy, attend training or receive education. |
Data Sets
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Current Population Survey, October 2010: School Enrollment and Internet Use Supplement This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topics of School Enrollment and Internet Use in the United States, which was administered as a supplement to the 2010 October CPS. The Census Bureau and the National Center for Education Statistics jointly sponsored the supplemental questions for October. The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. The October 2010 supplemental survey queried respondents on school enrollment for all persons in the household aged three years and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Respondents were also queried on Internet and computer use, particularly if members of the household use the Internet, and how access to the Internet is obtained. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income. |
Data Sets
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Estimating the effects of Head Start on parenting and child maltreatment A study of the relationship between Head Start participation and both maltreatment and harsh parenting in a sample of 2,807 low income families |
Reports & Papers
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Explaining the black-white achievement gap in the context of family, neighborhood, and school A summary of an examination of family, neighborhood, and school characteristic predictors of the Black-White achievement gap in children's reading and mathematics school performance from 4½ years of age through fifth grade, based on a secondary analysis of a sample of 314 lower income Black and White American youth followed from birth |
Fact Sheets & Briefs
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Family-sensitive caregiving: A key component of quality in early care and education arrangements A presentation of a model for the assessment of early childhood education and care providers' attitudes towards, knowledge about, and practices with families with young children |
Reports & Papers
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Intra-household work timing: The effect on joint activities and the demand for child care An examination of work schedules in dual-earner households in the Netherlands and the influence of work schedules on child care demand and time spent jointly on leisure, household chores, and childrearing |
Reports & Papers
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Latino American Children and School Readiness: The Role of Early Care Arrangements and Caregiver Language The number of Latino children in the United States is steadily increasing. This demographic transformation presents several challenges for the United States, one of which is meeting the diverse educational needs of Latino children. This challenge is great; evidence from one national sample of kindergarten students estimates that by kindergarten the Latino-White achievement gaps are as large as 0.77 standard in math and 0.52 standard deviations in reading. Previous research indicates that high quality, center-based child care may help reduce these disparities. This dissertation aims to extend on this literature, using a nationally representative sample of Latino American children, to: (1) investigate selection processes into different care arrangements at 2- and 4-years of age; (2) estimate the impact of these different care arrangements on Latino American children's math, literacy and approaches to learning outcomes in the fall of kindergarten; and (3) examine whether these associations differ by the language spoken in the home, the language spoken by the child's care provider, or match between the two. Research questions include: (1) What factors predict Latino American children's enrollment into different care arrangements at 2-years (center-based care, parental care, or other home-based care) and 4-years (Head Start, pre-kindergarten, other center-based care, parental care, or other home-based care)?; (2) What are the associations between these care arrangements and Latino children's math, literacy, and approaches to learning scores in the fall of kindergarten?; and (3) Are there differential treatment effects depending on the language: (a) of the care provider?; (b) of the home?; (c) the match between home and care provider? |
Administration for Children and Families/OPRE Projects
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Migrant domestic work and changes in the ideas of childcare An examination of changes in the notion of child care, due to the expansion of migrant domestic work and the family diversity of domestic employees and domestic employers, based on data from 2002, 2003, and 2004, and consisting of 71 in-depth interviews and five focus groups conducted in the region of Madrid, Spain |
Reports & Papers
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Minnesota Child Care Choices: Study and sample description An overview of a study, and its sample, that examines the child care decision-making processes of low-income families in Minnesota |
Fact Sheets & Briefs
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Oregon Subsidy Policy Impact Research Project: Parent survey A study of Oregon parents' employment, child care subsidy experiences, and child care selection, arrangements, and costs, based on a survey of 580 parents who received a child care subsidy in December 2009 |
Reports & Papers
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Parent users of high-quality long day care: Informed consumers of child care? A study of parents' perspectives of center quality, based on data from 139 parents whose children attend six high quality child care model centers in New South Wales, Australia |
Reports & Papers
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Predicting school readiness for low-income children with disability risks identified early A study of differences in school readiness skills for children with and without disability indicators, and a second study of differences in school readiness skills for children who did and did not receive Part B services, based on a secondary analysis of data of 2,183 child participants |
Reports & Papers
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School readiness in Alameda County 2010: Results of the fall 2010 assessment: Executive summary A summary of a study of children's transitions to and skills at kindergarten entry, and family and early childhood education factors associated with those skills, in Alameda County, California, based on parent surveys and kindergarten teacher surveys and child assessments |
Executive Summary
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Setting the context for a discussion of quality measures: The demographic landscape of early care and education A demographic profile of participation in early childhood education and care in the United States, including information of types of settings for special child populations and children who participate in multiple child care and early education arrangements |
Reports & Papers
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Technologically constructed childhoods: Moving beyond a reproductive to a productive and critical view of curriculum development A study of types of scientific and technological experiences children have at home, technologies children use, and the significance of everyday technological experiences that can inform early childhood curriculum, based on data from observations, photographs, and video of 9 children, 1.3 through 3-years-old from one child care center within an outer Melbourne suburb |
Reports & Papers
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Testing maternal depression and attachment style as moderators of Early Head Start's effects on parenting A study of the moderating influences of both maternal depression and attachment style on the relationship between Early Head Start participation and maternal supportiveness, intrusiveness, spanking, and perceived negative interactions, based on data collected from 947 mothers |
Reports & Papers
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