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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:NEW YORK [remove]; Classification:Service Delivery [remove];
55 results found.|
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Building quality and supporting expansion of after-school projects: Evaluation results from the TASC after-school program’s second year An evaluation of the after school programs implemented in by The After-School Corporation (TASC) at schools in New York State, including information on recruitment and retention of student participants and staff, building relationships with the school and community, use of financial, space, and other resources, and curricula, activities, and services offered by the programs |
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Changing a policy field?: Policy design and collaboration in early care and education An investigation into how early care and education policies are affected by the development of inter-agency collaborations used to deliver full-day, year round early care and education services in New York and Virginia |
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Child care arrangements for children under five: Variation across states A study of the primary child care arrangements of children under five whose mothers are employed, as well as of the variations in patterns of child care arrangements by state, by the child's age, and by the income status of the child's family. |
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Child care health consultation initiatives: A status report A study profiling child care health consultant initiatives in the states and territories and examining factors associated with successfully implementing and sustaining these initiatives |
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Child care in rural areas: Top challenges An examination of child care challenges facing child care providers and parents in rural areas, based on survey responses from child care resource and referral agencies in 42 states |
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Child care under the Family Support Act: Early lessons from the states A study of the Head Start program’s effects on disadvantaged rural students development compared with non-Head Start rural students, based on results from the analysis of variance studies in testing of 144 children in Mississippi enrolled in Head Start I and Head Start II programs, and a non-Head Start control group |
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Child-feeding practices and child overweight perceptions of family day care providers caring for preschool-aged children A study of the relationship between demographic background and child feeding practices and a second study of the relationship between child feeding practices and child weight perceptions, based on data from 123 family child care providers in New York who care for children between 2- and 5-years-old |
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Collaborating for kids: New York State universal prekindergarten 1999-2000 An overview of the implementation of UPK in NYS, with a discussion of how programs address diversity by accommodating the cultural and linguistic diversity of children and their families within their districts; meeting the needs of children with disabilities; and helping children learn about, respect, and appreciate the differences among them |
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Collective management of early childhood programs: Approaches that aim to maximize efficiency, help improve quality and stabilize the industry A report presenting a catalog of collective management approaches currently used by child care services across the United States |
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A descriptive study of the Head Start Health Component: Vol. II. Technical report Descriptive findings from a study of the Head Start Health Component, using child health records and standard data from the Head Start Program Information Report (PIR), plus observations and interviews with parents and staff, collected during the Spring of 1994 from a sample of 80 Head Start centers |
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Early care and education partnerships: State actions and local lessons An inquiry into the nature and durability of partnerships between early childhood education and care providers and community organizations that support parents’ child care needs |
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Early childhood programs: Parent education and income best predict participation A report on the demographic factors of children that best predict preschool participation |
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Early effects of the Healthy Steps for Young Children program An evaluation of the implementation and effects of The Healthy Steps for Young Children Program for children aged 2 to 4, focusing on services received, satisfaction with services, and parent practices |
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Effectiveness of an oral health program in improving the knowledge and competencies of Head Start staff A study of the relationship between participation in the Columbia Head Start Oral Health Program and changes in Head Start (HS) and Early Head Start (EHS) staff's oral health concerns, perceptions of enrollee oral health status, attitudes when counseling parents on pediatric oral health, and difficulties related to parental dental care service take-up, based on data from 4 HS and EHS centers in New York City |
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Evaluation of the TASC After-School Program: Summary of year 2 findings regarding principals A survey of principals partering with The After School Corporation (TASC) to determine their goals for after school programs in their schools and their satisfaction with TASC programming after the corporation’s second year of partnership with schools in New York City |
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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 |
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Expanding access to Early Head Start: State initiatives for infants & toddlers at risk A study of state efforts to expand and enhance Early Head Start services, based on interviews with Head Start-state collaboration administrators in 23 states |
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A fragile foundation: State child care assistance policies A report on state-level child care assistance policies and changes that have occurred between 1995 and 2001, examining the impact of policies on families' access to care and child care choices. |
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A framework for describing variations in state early intervention systems A description of a framework designed to describe variations in states' early intervention programs, focusing on domains such as interagency issues, eligibility criteria, extent of within-state variation, models of intake, and models of service coordination |
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Head Start children at risk for emotional and behavioral disorders: An examination of personal and programmatic characteristics An examination of the screening procedures used to identify emotional behavioral disorders in Head Start children, comparing the results of a developmental screening instrument with results of a generic screening tool; intervention procedures after diagnosis were also examined |
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Head Start programs: Participant characteristics, services, and funding A study of several factors of the Head Start program, including the number of participants, participants' characteristics, services provided, service delivery methods, federal and non-federal dollars received and spent, and other programs providing similar early childhood services |
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Head Start, TANF, and child care needs assessments A description of efforts to assess family needs and provide support services to low-income families receiving Head Start, Temporary Assistance to Needy Families (TANF) and Child Care and Development Fund (CCDF) subsidies |
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Hours of opportunity: Vol. 1. Lessons from five cities on building systems to improve after-school, summer school, and other out-of-school time programs A study of the planning and early progress of initiatives to build out-of-school time systems in the cities of Boston, Chicago, New York City, Providence, Rhode Island, and Washington, DC |
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Hours of opportunity: Vol. 2. The power of data to improve after-school programs citywide A study of the use of management information systems in out-of-school time systems in Denver, Colorado, Louisville, Kentucky, and San Francisco, and in initiatives in Boston, Chicago, New York City, Providence, Rhode Island, and Washington, DC |
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Hours of opportunity: Vol. 3. Profiles of five cities improving after-school programs through a systems approach In-depth case studies of initiatives to build out-of-school time systems in the cities of Boston, Chicago, New York City, Providence, Rhode Island, and Washington, DC |
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