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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Halle, Tamara [remove];
11 results found.|
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Associations between provider training and education and other quality indicators in low-income children's primary care arrangements at 24 months of age A comparison of quality indicators in home- and center-based child care settings serving two-year-old low income children, and of the relationship of quality indicators in those settings to provider training and education, based on an analysis of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort |
Reports & Papers
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Associations between provider training and education and other quality indicators in low-income children's primary care arrangements at 24 months of age [Executive summary] A summary of a comparison of quality indicators in home- and center-based child care settings serving two-year-old low income children, and of the relationship of quality indicators in those settings to provider training and education, based on an analysis of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort |
Executive Summary
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Child Care and Early Education Policy and Research Analysis and Technical Expertise Project The purpose of the competitive task order (TO) awarded to Child Trends is to support the provision of expert consultation, assessment and analysis in child care and early education policy and research to the Office of Planning, Research and Evaluation (OPRE), in the Administration for Children and Families (ACF), including activities related to: providing expert advice, assistance and consultation in support of the agency's research priorities and goals; conducting studies to inform policy and practice and the development of new research priorities; identifying and refining measures and instruments to improve the collection of data related to program policies and practices, and to program outcomes for families and children, identifying sources of data and conducting statistical analyses on national and other original data-sets to answer questions of relevance to the Agency on child care utilization, child care supply, and the effects of child care and other early childhood policies on parental and child outcome; and, providing technical assistance and expertise in the preparation of written materials and convening of expert early childhood stakeholders. This task order also covers planning and facilitation of meetings of experts on child care research issues of relevance to the administration for the Child Care and Development Fund (CCDF) and other early childhood programs in States, Territories, and Tribes. |
Administration for Children and Families/OPRE Projects
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Early Care and Education Choices, Quality and Continuity for Low-Income Families: A Maryland-Minnesota Research Partnership Maryland and Minnesota are two states that have been leading innovations across early care and education policy and simultaneously investing in research and data infrastructure to ensure that their strategies are informed by evaluation and new evidence in the field. This project creates a Maryland-Minnesota Child Care Research Partnership, bringing together two states committed to examining critical issues in early care and education and using research findings to inform policy with an interdisciplinary team of researchers experienced in conducting studies on subsidy policy, quality improvement strategies, family experiences and child outcomes. Three cross-state sub-studies serve as the foundation for the work of the Partnership: (1) How families seek and process information about early care and education; (2) How families value and weigh different features of the quality of arrangements; and (3) Factors affecting and antecedents of child care stability/child care subsidy continuity. The studies were developed to build on existing research projects in both Maryland and Minnesota to maximize the investments made in development and data collection and to facilitate cross-state application of the learning. The research questions included: (1) How do families describe the process of making decisions about early care and education and what are the milestones in this process; (2) What family and community characteristics predict subsidy use and the type and quality of early care and education arrangements chosen; (3) What are parents' perceptions of family-sensitive caregiving, developmentally appropriate instructional practices, and practices that support children's social and emotional development, and to what extent are aspects of quality important to parents; (4) Which provider demographic characteristics distinguish those with a greater orientation towards family-sensitive caregiving, developmentally appropriate instructional practices, and practices that support children's social and emotional development; (5) What child, family, and community factors are associated with frequent changes in arrangements and what factors are associated with stability or infrequent changes; and (6) While participating in the subsidy program, how long do subsidized arrangements last and how many subsidized arrangements do children have while on subsidy |
Administration for Children and Families/OPRE Projects
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Evaluating, developing, and enhancing domain-specific measures of child care quality A discussion of measuring child care quality by identifying child care and early education practices and features associated with child development in specific domains, including language and literacy, math, science, and cognition, socioemotional competence, and health, safety, and nutrition |
Fact Sheets & Briefs
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Issues for the next decade of quality rating and improvement systems A discussion of issues related to quality rating and improvement systems (QRISs), including new challenges facing QRISs, QRIS research and evaluation, QRIS design and implementation, and tools for guiding QRIS evaluation efforts |
Fact Sheets & Briefs
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Multiple purposes for measuring quality in early childhood settings: Implications for collecting and communicating information on quality A discussion of the different purposes for measuring child care and early education quality, including the importance of distinguishing among different purposes when assessing quality and the need for care when assessments are to be used for multiple purposes |
Fact Sheets & Briefs
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Primary child care arrangements of U.S. infants: Patterns of utilization by poverty status, family structure, maternal work status, maternal work schedule, and child care assistance An analysis of the child care arrangements of infants in the United States and variations in child care use by demographic characteristics, socioeconomic status, maternal work status and schedule, and child care assistance receipt, based on an analysis of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort |
Reports & Papers
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Primary child care arrangements of U.S. infants: Patterns of utilization by poverty status, family structure, maternal work status, maternal work schedule, and child care assistance [Executive summary] A summary of an analysis of the child care arrangements of infants in the United States and variations in child care use by demographic characteristics, socioeconomic status, maternal work status and schedule, and child care assistance receipt, based on an analysis of data from the nationally representative Early Childhood Longitudinal Study, Birth Cohort |
Executive Summary
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Quality in early childhood care and education settings: A compendium of measures A compendium, review, and comparison of over 20 instruments designed to measure the quality of early care and education settings |
Other
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Understanding and choosing assessments and developmental screeners for young children ages 3-5: Profiles of selected measures: Final report A compendium of assessments and developmental screeners for preschool-age children, with profiles of their characteristics, reliability, and validity |
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