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The 4-H study of positive youth development: Report of the findings from the first four waves of data collection: 2002-2003, 2003-2004, 2004-2005, and 2005-2006
Lerner, Richard M., 2008
Medford, MA: Tufts University, Institute for Applied Research in Youth Development.

A longitudinal investigation of the theory of Positive Youth Development (PYD) and its promotion of the "Five Cs"--competence, confidence, character, caring, and connection--in youth, based on data on 3,342 students from 33 states assessed from grades five through eight

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Achieving high-quality child care: How ten programs deliver excellence parents can afford
Kinch, Amy,
Washington, DC: National Association for the Education of Young Children.

A study of the characteristics and fundamentals of a high quality and affordable early childhood program by highlighting ten highly-rated child care programs

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Active and passive surveillance for communicable diseases in child care facilities, Seattle-King Country, Washington
MacDonald, Jean K., 1997
American Journal of Public Health, 87(12), 1951-1955

A summary of active and passive public health surveillance activities for children under six years of age in out-of-home child care settings in Seattle-King County, Washington

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The afterschool hours: A new focus for America's cities
Ouellette, Mark, 2005
Washington, DC: Institute for Youth, Education, and Families.

An overview of a project established by the National League of Cities' (NLC) Institute for Youth, Education, and Families (YEF) to assist local communities in improving and expanding their after school programming

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Afterschool programs in Washington: Aligning capacity with family needs: A study of the supply of and demand for afterschool and youth development programs in Washington
School's Out Washington, January 2009
Seattle, WA: School's Out Washington.

A study of the supply of and demand for out-of-school time programs in Washington State, based on analyses of data sets, surveys of programs, and parent and youth focus groups

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All together now: State experiences in using community-based child care to provide pre-kindergarten
Schumacher, Rachel, 2005
Paper presented at the the Brookings Institution-University of North Carolina conference on Creating a national plan for the education of 4-year-olds, Washington, DC.

A discussion of the findings from a survey of 29 states that examines the policies, opportunities, and challenges associated with including community-based child care providers in states' prekindergarten programs

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All together now: State experiences in using community-based child care to provide pre-kindergarten
Schumacher, Rachel, 2005
Washington, DC: Center for Law and Social Policy.

A discussion of the findings from a survey of 29 states conducted by the Center for Law and Social Policy (CLASP), which examined the policies, opportunities, and challenges associated with including community based child care providers as part of the states' prekindergarten programs

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America After 3PM
Afterschool Alliance, October 2009
Washington, DC: Afterschool Alliance.

A 2009 update of and comparison to a 2004 study of the after school child care arrangements of kindergarten through grade 12 students, based on a survey of nearly 30,000 households

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America After 3PM: Special report on summer: Missed opportunities, unmet demand
Afterschool Alliance, May 2010
Washington, DC: Afterschool Alliance.

A study of the summer child care arrangements of kindergarten through grade 12 students during the summer of 2008, based on a survey of nearly 30,000 households

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Analysis of state K-3 reading standards and assessments: Final report
United States. Department of Education. Policy and Program Studies Service, December 2005
Washington, DC: U.S. Department of Education, Policy and Program Studies Service.

An examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments

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Are child developmental outcomes related to before- and after-school care arrangements?: Results from the NICHD Study of Early Child Care
NICHD Early Child Care Research Network, 2004
Child Development, 75(1), 280-295

A study determining the effects of family factors, child care types, and child care hours on children's functioning, utilizing data from the National Institute of Child Health and Development (NICHD) Study of Early Child Care (SECC)

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Before Head Start: Income and ethnicity, family characteristics, child care experiences, and child development [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 127-139). New York: Guilford Press

A description of demographic, family context, income, and developmental characteristics of Head Start children and their families at 3 years of age, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care

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Benchmarks Curricular Planning and Assessment Framework: Utilizing standards without introducing standardization
Feldman, Erika N., 2010
Early Childhood Education Journal, 38(3), 233-242

A pilot implementation of the Benchmarks Curricular Planning and Assessment Framework (BCPAF) in the measurement of the success of curricular activities designed to advance children's development in a sample of 237 children participating in The Family Connection program at a children's museum in Seattle

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Beyond the mandate: An analysis of a survey of school district early learning programs in Washington state
Speck, Erin, 2004
Seattle, WA: Economic Opportunity Institute.

An analysis of a state representative survey administered to Washington State school districts to evaluate the quantity and quality of their early learning programs for the 2003-2004 academic year, particularly those that were more extensive than required by state law

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Bringing transmedia to expanded learning settings: Emerging practices
Agrawal, Nina, February, 2013
New York: Collaborative for Building After-School Systems.

An examination of efforts by 11 public television stations to incorporate transmedia storytelling, which links interactive games, television series, and websites to established children's educational characters, into out-of-school time programs serving young children, based on site visits, progress reports, and interviews with television station staff

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Building partnerships between Early Head Start grantees and family child care providers: Lessons from the Early Head Start for Family Child Care project: Final report
United States. Office of Head Start, 12 December, 2011
Washington, DC: U.S. Office of Head Start.

An evaluation of Early Head Start (EHS) for Family Child Care, a project to support partnerships between EHS grantees and family child care providers, that examines the characteristics of participating grantees and providers, the implementation, types, and sustainability of the partnerships, and lessons learned, based on project administrative data, interviews with 13 partnership teams, descriptive quality indicators and Head Start Program Information Report (PIR) data, and project documents

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Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families
United States. Administration for Children and Families, 2001
Washington, DC: U.S. Department of Health and Human Services.

An interim report of the random assignment, impact evaluation of the Early Head Start Research and Evaluation project, analyzing child and family outcomes through the first two years of children's lives.

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Building their futures: How Early Head Start programs are enhancing the lives of infants and toddlers in low-income families: Volume I. Technical report
United States. Administration for Children and Families, 2001
Washington, DC: U.S. Department of Health and Human Services.

An evaluation of the effectiveness of Early Head Start programs in improving children's outcomes, based on a national assessment of 3,000 children at 17 sites

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Child care in the first year of life [Abridged]
NICHD Early Child Care Research Network, 2005
In Child care and child development: Results from the NICHD Study of Early Child Care and Youth Development (pp. 39-49). New York: Guilford Press

A description of child care during the first 12 months of life, including initiation and amount of infant child care, child care history patterns during the first year, and the types, multiplicity, and stability of care used by parents of infants over the course of the first year, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care

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Child-care selection from birth to age three: The influence of family economy, demographics, and parenting attitudes
Wolf, Anne, 2004
Unpublished doctoral dissertation, Harvard University, Cambridge, MA

Two studies using data from the NICHD Study of Early Child Care and Youth Development examined family variations in timing and type of children's initial child care arrangements and then variations in amount of hours spent in child care per week from birth to age three

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Children's classroom engagement and school readiness gains in prekindergarten
Chien, Nina C., September/October 2010
Child Development, 81(5), 1534-1549

A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)

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Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Hamre, Bridget, 2005
Child Development, 76(5), 949-967

An examination of ways children’s risk of school failure may be reduced by support from teachers, based on a national study of 910 children, ages 5-6, identified as at risk on the basis of demographic characteristics and their kindergarten teachers’ observations of behavioral, attention, academic, and/or social difficulties

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Civil Rights Data Collection: Data snapshot: Early childhood education
United States. Department of Education. Office for Civil Rights, 21 March, 2014
(Issue Brief No. 2). Washington, DC: U.S. Department of Education, Office for Civil Rights.

A child's early education, including preschool and elementary school, sets the foundation for his or her future success. The 2011-12 Civil Rights Data Collection (CRDC) collected early-childhood-education-related data such as preschool access and discipline, as well as student retention, in elementary school. For the CRDC, "preschool" means a program operated by a public school for children younger than kindergarten age, including early childhood programs or services. The CRDC does not include data on private preschool programs. (author abstract)

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Coming together for children with disabilities: State collaboration to support quality, inclusive child care
Mezey, Jennifer, 2003
Washington, DC: Center for Law and Social Policy.

A study of state policies which would provide special education and early intervention services to low-income children with disabilities in child care programs

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Comparing universal and targeted prekindergarten programs
Dotterer, Aryn M., 2009
In R.C. Pianta & C. Howes (Eds.), The promise of pre-k (pp. 65-76). Baltimore: Paul H. Brookes

A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms

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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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