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Current Filters: State:TENNESSEE [remove]; Classification:Economic & Societal Impact [remove];

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Child care in the southern states: Expanding access to affordable care for low-income families and fostering economic development
Stoney, Louise, 2000
Columbia, SC: Southern Institute on Children and Families.

An overview of the financial status of child care in southern United States, which argues that, by allowing both parents to work, child care has contributed to the economic expansion of the nation

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The economic impact of the child care industry in Shelby County, Tennessee
Chang, Cyril F., 2004
Memphis, TN: University of Memphis, Methodist LeBonheur Center for Healthcare Economics.

An analysis of the economic impact of the Shelby County, Tennessee, child care and early education industry in terms of individuals employed and spending on services, as well as its role in supporting other industries and labor force participation

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Effect of the Nurse Family Partnership on government expenditures for vulnerable first-time mothers and their children in Elmira, New York, Memphis, Tennessee, and Denver, Colorado
Glazner, Judy,
Washington, DC: U.S. Administration for Children and Families.

We conducted an economic analysis of the Nurse Family Partnership (NFP) in the context of three randomized trials we are carrying out to examine long-term effects of the NFP on maternal, child, and family functioning. The study we have conducted is a net-cost analysis from the standpoint of government spending. (author abstract)

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High-quality pre-kindergarten: The key to crime prevention and school success in Tennessee
Fight Crime: Invest in Kids,
Washington, DC: Fight Crime: Invest in Kids.

An investigation into the use of children?s attendance in quality early childhood education and care in Tennessee as a deterrent for later participation in crime, based on longitudinal data from early years programs nationwide

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How does your kindergarten classroom affect your earnings?: Evidence from Project STAR
Chetty, Raj, September 2010
(NBER Working Paper Series No. 16381). Cambridge, MA: National Bureau of Economic Research.

A study of the impact of kindergarten classroom characteristics, such as class size, teacher experience, and classroom quality, on adult outcomes, including college attendance, earnings, home ownership, and marriage, based on data from participants in the Tennessee Student/Teacher Achievement Ratio (STAR) experiment, who, along with their teachers, were randomly assigned to small or large classrooms in kindergarten through third grade

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The importance of child care in economic development: A comparative analysis of regional economic linkage
Warner, Mildred, 2006
Economic Development Quarterly, 20(1), 97-103

An analysis of the regional economic impact of the child care sector, as compared to the agriculture, manufacturing, and services sectors, using state-level input-output models

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Nurse-Family Partnership home visitation: Costs, outcomes, and return on investment
Miller, Ted R., 30 April, 2013
Washington, DC: Pew Center on the States.

This study aims to analyze costs, life status outcomes, functional outcomes, and return on investment in NFP services. It provides a more comprehensive and current view of effectiveness and accurately appraises program costs. It adjusts welfare costs to mirror current welfare funding. From the improved estimates, we plan to create a spreadsheet model that serves as a state-specific financial planning tool to guide NFP funding decisions. The model will let states and communities analyze the economics of investing in NFP. (author abstract)

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Power to the people: The effectiveness of ballot measures in advancing early care and education
Chalfie, Deborah, 2005
Washington, DC: National Women's Law Center.

An analysis of the effectiveness of state and local ballot campaigns to improve the quality, availability, and affordability of child care and early education, based on legal research, public records, and interviews

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Safe and smart: Making the after-school hours work for kids
United States. Department of Education, 1998
Washington, DC: U.S. Department of Education.

A report on the benefits of after-school programs with examples of successful programs

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Universal child care, maternal employment, and children's long-run outcomes: Evidence from the U.S. Lanham Act of 1940
Herbst, Chris M., December, 2013
(Discussion Paper No. 7846). Bonn, Germany: Institute for the Study of Labor.

This paper provides a comprehensive analysis of the Lanham Act of 1940, a heavily subsidized and universal child care program that was administered throughout the U.S. during World War II. I begin by estimating the impact of the Lanham Act on maternal employment using 1940 and 1950 Census data in a difference-in-difference-in-differences framework. The evidence suggests that mothers' paid work increased substantially following the introduction of the child care program. I then study the implications of the Lanham Act for children's long-run outcomes related to educational attainment, family formation, and labor market participation. Using Census data from 1970 to 1990, I assess well-being in a lifecycle framework by tracking cohorts of treated individuals throughout their prime working years. Results from difference-in-differences models suggest that the Lanham Act had strong and persistent positive effects on well-being, equivalent to a 0.36 standard deviation increase in a summary index of adult outcomes. In addition, a supplementary analysis of distributional effects shows that the benefits of the Lanham Act accrued largely to the most economically disadvantaged adults. Together, these findings shed light on the design of contemporary child care systems that balance the twin goals of increasing parental employment and enhancing child well-being. (author abstract)

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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.

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