Browse the Collection
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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Data Sets [remove]; Classification:Child Care & Early Education Providers/Organizations [remove];
14 results found.|
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2001 (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. |
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2002 (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. |
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2003 (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. |
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2004 (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. |
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2005 (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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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2006 (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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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2007 (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. |
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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. |
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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2009 (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. |
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Massachusetts Early Care and Education and School Readiness Study Young children are spending increasingly greater hours in early care and education. While research has clearly documented the importance of the quality of these experiences (National Research Council, 2000), more research is needed in several key areas. This study is an assessment of the impact of varying hours of early care and education on children's school readiness, and the specific factors in both infant and preschool classrooms that promote school readiness, using two samples: one group of 242 children attending child care centers that have been followed since infancy (Family Income, Infant Child Care, and Child Development Study); and another group of 130 children attending child care centers primarily serving low-income families. A developmental-ecological conceptual framework is being employed, which considers the influence of ecological contexts on children's developmental trajectories. The following school readiness outcomes are assessed: 1. language development and communication 2. cognition and general knowledge, including early math 3. social and emotional development 4. approaches to learning 5. health and physical development |
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Partnership Impact Research Project, 2001-2004 The Partnership Impact Research Project is a three-year study designed to assess the nature of early education partnerships among Head Start, pre-kindergarten (pre-K), child care, and early care and education programs and their influence on child care quality and access to services. The project analyzes qualitative data in an existing database that was collected by the Quality in Linking Together (QUILT) Early Education Partnership Initiative. Additionally, the project collected new quantitative and qualitative data from randomly selected child care and Head Start providers in Ohio to study the influence of partnerships on the quality of and access to services. |
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A Profile of Child Care Settings: Center-Based Programs A survey of center-based early education and care providers covering topics such as child care hours, costs, center activities, and staff. |
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A Profile of Child Care Settings: Home-Based Programs A survey of regulated home-based family day care providers covering such topics as child care hours, costs, center activities, and staff. |
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Survey of Child Care Subsidy Recipients in New York City, June 2008-July 2009
The goal of this project was to explore associations among parental preferences for child care, parents' perceptions of care quality, subsidy policies, and the care arrangements that low-income working families in New York City use for their young children. The project relied on two data sources: (1) New York City administrative data on the entire population of subsidy recipients between January 2006 and December 2008 with children age six and younger to describe families' child care arrangements, and (2) a phone survey with a random sample of 2,045 families drawn from the administrative data and collected in two different waves. The first wave of data collection occurred between June 2008 and January 2009, the second wave occurred between February and July 2009. Due to the short interval between waves, no cohort effect was expected and the waves were merged into a single analytic sample, but the variable labels differentiate between the waves for future analysis. Survey questions covered current child care arrangements, preferences for child care arrangements, satisfaction with subsidies, and experiences with subsidy enrollment and recertification. The administrative data were used to calculate the number and length of spells of subsidy use over the 36-month period. Children are classified according to subsidy mechanism (contract vs voucher) and population (public assistance vs low-income). Weights were created so survey respondents would generalize to the population of subsidy recipients as of February 2008 (including multiple children per family). Using these data, the project aimed to answer four research questions: 1.What are the dynamics of subsidy use? What is the duration of subsidy use? 2.Is there a mismatch between parents' stated preferences for child care and the care that they actually use? What are the policy barriers that potentially prevent families from accessing the care that they prefer? Are there specific barriers faced by families who received vouchers (as opposed to those who receive care in a contracted setting) that affect their use of formal care? 3.Are parental preferences for child care differentially associated with the use of formal versus informal care? How are parental perceptions of child care quality and parental work characteristics associated with the use of formal or informal care? 4.Does the continuity of care depend on whether the care is informal or formal? |
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