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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in two years [remove]; Pub Year:2009 [remove]; Classification:Cost Of Providing Services [remove];
22 results found.|
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Afterschool program funding in Utah An inquiry into the financial resources available for after school programs in Utah, including information of the number if children supported through the funding and the average cost per child |
Reports & Papers
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The cost of quality out-of-school time programs An analysis of the full costs to quality out-of-school time programs of providing services to different age groups of children and during different times of the year, based on data from 111 programs in Boston; Charlotte, North Carolina; Chicago; Denver, Colorado; New York City; and Seattle, Washington, that had been in operation for at least two years and had appropriate child-staff ratios and participation rates |
Reports & Papers
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The cost of quality out-of-school time programs [Executive summary] A summary of an analysis of the full costs to quality out-of-school time programs of providing services to different age groups of children and during different times of the year, based on data from 111 programs in Boston; Charlotte, North Carolina; Chicago; Denver, Colorado; New York City; and Seattle, Washington, that had been in operation for at least two years and had appropriate child-staff ratios and participation rates |
Executive Summary
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The cost quality standards in the CYFD quality rating system An estimation of child care provider costs associated with different quality rating levels in New Mexico's child care quality rating system, based on information from training and technical assistance program directors, interviews with more than 100 child care providers, and state wage data |
Reports & Papers
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Current Population Survey: Annual Social and Economic (ASEC) Supplement Survey, 2006 This data collection is comprised of data from the 2006 Annual Social and Economic Supplement (ASEC), and is a part of the Current Population Survey (CPS) Series. The Census Bureau conducts the ASEC (known as the Annual Demographic File prior to 2003) over a three-month period, in February, March, and April, with most of the data collected in the month of March. The ASEC uses two sets of survey questions, the basic CPS and a set of supplemental questions. 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. 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. In addition to the basic CPS questions, respondents were asked questions from the ASEC, which provides supplemental data on poverty, geographic mobility/migration, and work experience. Comprehensive work experience information was given on the employment status, occupation, and industry of persons aged 15 and over. Additional data for persons aged 15 and older were available concerning weeks worked and hours per week worked, reason not working full time, total income and supplemental income components. Additional data are included that cover training and assistance received under welfare reform programs such as job readiness training, child care services, or job skill training. Data covering nine noncash income sources: food stamps, school lunch program, employer-provided group health insurance plan, employer-provided pension plan, personal health insurance, Medicaid, Medicare, CHAMPUS or military health care, and energy assistance are also included. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income. Data on employment and income refer to the previous calendar year, although demographic data refer to the time of the survey. The original ASEC data provided by the Census Bureau are distributed in a hierarchical file structure, with three record types present: Household, Family, and Person. The ASEC is designed to be a multistage stratified sample of housing units, where the hierarchical file structure can be thought of as a person within a family within a household unit. Here the main unit of analysis is the household unit. For ease of analysis at the person-level, ICPSR created a rectangular file structure that contains a record for every person with the respective Household and Family variables prepended to the Person variables. Part 1 contains the rectangular data file and Part 2 contains the original hierarchical data file. |
Data Sets
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An evidence based approach to estimating the national and state-by-state costs of an integrated prek-3rd education program A study of the national and state costs of providing universal, high-quality prekindergarten through third grade education, derived from an evidence-based model for identifying the components and estimating the costs of high-quality prekindergarten through third grade education in a prototypical elementary school |
Reports & Papers
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An evidence-based approach to estimating the national and state costs of prek-3rd A summary of study of the national and state costs of providing universal, high-quality prekindergarten through third grade education, derived from an evidence-based model for identifying the components and estimating the costs of high-quality prekindergarten through third grade education in a prototypical elementary school |
Fact Sheets & Briefs
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Expanding early learning in British Columbia for children age three to five Findings from a study on the costs and feasibility of the implementation and operation of universal, full-day kindergarten services for 3- and 4-year-olds in British Columbia, Canada |
Reports & Papers
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Expanding early learning in British Columbia for children age three to five [Executive summary] A summary of findings from a study on the costs and feasibility of implementing and operating universal, full-day kindergarten services for 3- and 4-year-olds in British Columbia, Canada |
Executive Summary
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Expenditures for early intervention services An expenditure analysis for special needs intervention services based on data from a sample of 2,195 special needs infants and toddlers receiving services under Part C of the Individuals with Disabilities Education Act (IDEA) |
Reports & Papers
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Financing a full-day, full-year preschool program in California: Strategies and recommendations An inquiry into the costs of a high quality, full-day, year-round prekindergarten program in California, and recommendations for the development of criteria for a reimbursement system |
Fact Sheets & Briefs
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Including community and parent engagement in estimating the national costs of an integrated PK-3rd program An estimate of the costs of the involvement of parents and the community in the provision of universal, high-quality early education services from prekindergarten through third grade, based on an evidence-based model for the identification of the components of such services in a prototypical elementary school |
Reports & Papers
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Potential improvements to Ohio’s Step Up to Quality program: Quality-based costs to providers, families, and funding agencies An evaluation of the Quality Achievement Awards (QAA) in offsetting provider costs of meeting high quality child care standards, and an analysis of the costs of providing high quality services to participants in the Step Up to Quality (SUTQ) program, Ohio’s quality rating information system (QRIS) |
Reports & Papers
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Potential improvements to Ohio’s Step Up to Quality program: Quality-based costs to providers, families, and funding agencies [Executive summary] A summary of an evaluation of the Quality Achievement Awards (QAA) in offsetting provider costs of meeting high quality child care standards, and an analysis of the costs of providing high quality services to participants in the Step Up to Quality (SUTQ) program, Ohio’s quality rating information system (QRIS) |
Executive Summary
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Prek-3rd: What is the price tag? A discussion of the components and costs of providing universal, high-quality prekindergarten through third grade education |
Fact Sheets & Briefs
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The price of quality: Estimating the cost of a higher quality early childhood care and education system for Southeast Wisconsin An estimation of the costs of service delivery and infrastructure of high quality early childhood education services, including an estimation of program participation, costs per child, and costs associated with the implementation of such services |
Reports & Papers
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The price of quality: Estimating the cost of a higher quality early childhood care and education system for Southeast Wisconsin [Executive summary] A summary of an estimation of the costs of service delivery and infrastructure of high quality early childhood education services, including an estimation of program participation, costs per child, and costs associated with the implementation of such services |
Executive Summary
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Roadmap to afterschool for all: Examining current investments and mapping future needs An exploration of the costs of providing services to out of school time programs and their methods of measuring progress, based on a survey of 537 programs from 50 school districts |
Reports & Papers
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Roadmap to afterschool for all: Executive summary A summary of an exploration of the costs of providing services to out of school time programs and their methods of measuring progress, based on a survey of 537 programs from 50 school districts |
Executive Summary
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Tracking an emerging movement: A report on expanded-time schools in America An examination of the potential benefits of expanded-time schools, schools that operate longer than the standard six-hour long day, 180 day-long school year, based on data from 655 expanded-time schools in 36 states and the District of Columbia, with a focus on school costs, time use, and student attendance outcomes |
Reports & Papers
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Tracking an emerging movement: A report on expanded-time schools in America: Summary & key findings Highlights of findings from an examination of the potential benefits of expanded-time schools, schools that operate longer than the standard six-hour long day and/or 180 day-long school year, based on data from 655 expanded-time schools in 36 states and the District of Columbia, with a focus on school costs, time use, and student attendance outcomes |
Fact Sheets & Briefs
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Tracking an emerging movement: A report on expanded-time schools in America [Executive summary] A summary of an examination of the potential benefits of expanded-time schools, schools that operate longer than the standard six-hour long day, 180 day-long school year, based on data from 655 expanded-time schools in 36 states and the District of Columbia, with a focus on school costs, time use, and student attendance outcomes |
Executive Summary
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