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Produced by Research Connections
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2012 report: Migrant and Seasonal Head Start Supplement to the National Agricultural Worker Survey Findings on the characteristics of families with children under 6 years old from the National Agricultural Worker Survey (NAWS), a national random sample survey of crop farmworkers, and findings on families' child care experiences from the NAWS Migrant and Seasonal Head Start Supplement, which is administered to NAWS respondents with children under the age of 6 |
Reports & Papers
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Addressing challenging behaviors in Head Start: A closer look at program policies and procedures An examination of Head Start policies and procedures related to child guidance and challenging behaviors, based on interviews with program staff and document analysis from 6 Head Start programs in the Midwest |
Reports & Papers
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Adjustment Scales for Preschool Intervention: Extending validity and relevance across multiple perspectives Two studies evaluating the behavioral and emotional difficulties of Head Start preschool children, and assessing the reliability and concurrent validity of the Adjustment Scales for Preschool Intervention (ASPI) |
Reports & Papers
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Administrative data as children's well-being indicators: The South Carolina Data Bridge Project An account of the South Carolina Data Bridge Project's compilation and analysis of census tract and county administrative data from multiple governmental sources to inform the creation, implementation, finance allocation, and monitoring of quality-related child care policies and regulations, and a demonstration of its use in an initiative to implement and monitor the uptake of a sanitation regulation throughout the state |
Reports & Papers
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Approaches to assessing the language and literacy skills of young dual language learners: A review of the research A summary of a review of the procedures used to assess the language and literacy development of young dual language learners, based on 80 studies from Canada and the United States |
Fact Sheets & Briefs
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Are Child Care Subsidies Cost-Effective? A study of the cost-effectiveness of child care subsidies along two dimensions: (1) a comparison of measures of cost-effectiveness to the alternative of an Earned Income Tax Credit (EITC); and (2) clarification of an optimal design strategy through the exploitation of the substantial cross-state policy innovation. The issue addressed is the extent to which these policies increase incentives for labor supply and human capital development, while reducing poverty and receipt of cash assistance. The study employs an empirical approach involving three broad steps: (1) modeling labor supply as a function of key budget constraint variables, including child care costs and the EITC, using a sample of single women; (2) modeling a number of indicators of educational attainment, in-school status, and job training enrollment as a function of child care costs and the EITC; and (3) conducting a welfare analysis on various components of states' CCDF comparisons in order to clarify an optimal design strategy. Data is drawn from multiple sources, primarily the Current Population Survey (CPS) and the Survey of Income and Program Participation (SIPP). |
Administration for Children and Families/OPRE Projects
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Assessing States' Child Care Quality Rating Systems (QRS) Statewide or local child care Quality Rating Systems (QRS) are in place in 26 states and are under consideration in many others as tools to measure, monitor, and promote quality in early child care and education programs. The QRS Assessment produced a series of products as a resource to inform decision-making about and evaluation of QRS. Key products include: (1) a compendium of QRS, (2) two in-depth study reports (one focused on quality measurement and one on the role of QRIS in integration of the early care and education system); (3) a secondary data analysis on quality measurement, and (4) a toolkit for evaluating QRIS. Research questions include: (1) What is the variation in how select QRIS define and measure quality?; (2) What processes are used to measure components and determine an overall rating?; (2) What is the availability (and use) of consistent and reliable data on quality measurement?; (4) What role does QRIS have and to what extent does it contribute to integration of early care and education programs?; (5) How could states and localities monitor and assess the extent to which QRIS contribute to ECE system development?; (6) What is the prevalence of quality rating components across QRIS and at different levels?; (7) How does the prevalence of quality rating components differ between rating levels across QRIS and between types of providers (such as Head Start and accredited centers)?; (8) What is the unique effect of each quality component on observed quality?; and (9) What patterns of quality profiles emerge based on unique effects of components and how do these profiles map to actual rating levels in QRIS? |
Administration for Children and Families/OPRE Projects
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Assessment tools for language and literacy development of young dual language learners (DLLs) A summary of a review of the reliability and validity of measures used to assess the language and literacy development of young dual language learners, based on 7 large-scale government studies and 30 research studies from Canada and the United States |
Fact Sheets & Briefs
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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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Authentic assessment in infant & toddler care settings: Review of recent research A discussion of authentic assessment as an approach to the collection of information about infant and toddler functioning and to the design of developmentally appropriate infant and toddler curricula |
Fact Sheets & Briefs
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Awareness, Accessibility, & Adequacy: Child Care Management among Low-Income, Urban Black Custodial Grandmothers An analysis of how low-income, urban black custodial grandmothers manage child care, using ethnographic research methods--including in-depth interviews with custodial grandmothers and child care agents over a twelve-month period and participant observation sessions in child care settings--to explore the following questions: (1) What do low-income, urban black custodial grandmothers do for child care when they are thrust into the role of parenting their grandchildren?; (2) What are the strategies they adopt for their grandchildren's care and development while they are serving as their primary and sole caretakers?; (3) How do different strategies affect the way children spend their time?; and (4) What comparisons can be made in the care offered children being cared for by their grandmothers that differ by the type of care arrangement grandmothers have with their grandchildren (e.g. private kinship care, legal guardianship, or kinship foster care) and/or the types of child care services and resources available in their neighborhoods? The goal of this project is to better understand individual family decisions within the context of their family forms and dynamics and the choices available at the state and community level. |
Administration for Children and Families/OPRE Projects
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Background literature review pertaining to the Early Head Start study An overview of the Early Head Start program model and of the relationship of early childhood program participation to children's school readiness outcomes |
Other
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Best practices for conducting program observations as part of quality rating and improvement systems A discussion of considerations for the use of program observation as part of quality rating and improvement systems, including issues related to measurement selection, planning and conducting observations, and scoring and reporting |
Fact Sheets & Briefs
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Capturing the Heterogeneity in Quality within Early Care and Education Programs Serving Preschool-Age Children The goal of this study is to improve our understanding of the variation in quality within and across classrooms. To achieve this goals we use two sources of rich data on program quality and child outcomes from centers serving preschool-age children. The study has three aims: (1) determine how to combine measures of the characteristics of individual staff members in a classroom to best capture quality at the classroom level; (2) determine whether quality should be measured at the level of the staff member, classroom or center; and (3) determine whether there are ways to improve the efficiency of measuring quality at the center, classroom, and staff-member levels. The research questions include: (1) How should staff quality attributes be combined to create classroom level scores that reflect actual quality?; (2) What is the optimal unit of analysis in studying ECE quality?; and (3) Are there ways to increase efficiencies in assessing ECE center quality? |
Administration for Children and Families/OPRE Projects
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Caring for the Caregivers: Estimating the Causal Impact of Allowing Home-based Child Care Workers to Form Labor Unions on the Cost, Type, and Availability of Subsidized Child Care in Illinois This study investigates the impact of granting Illinois home-based child care providers the right to form a labor union on the per-child cost of subsidized child care for infants and toddlers, the type of child care (home-based vs. center-based) used by subsidy-receiving Illinois infants and toddlers, and the percentage of Illinois infants and toddlers who use child care subsidies. These analyses are conducted using a comparative case study method with social, economic, demographic, and housing data from the American Community Survey and records of the Child Care and Development Fund on United States infants and toddlers whose families received child care subsidies during the period from 2002-2008. Results are expected to reveal whether the unionization of Illinois home-based child care providers increased, via the collective bargaining process, the per-child amount of vouchers paid to providers; and the level of influence, if any, this action affords the unions to influence bureaucratic and regulatory processes encouraging subsidy-receiving families to choose home-based, as opposed to center-based, care for their young children. |
Administration for Children and Families/OPRE Projects
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The CCDF policies database book of tables: Key cross-state variations in CCDF policies as of October 1, 2009 A comparison of aspects of Child Care and Development Fund (CCDF) policies among the the 50 states, District of Columbia, and territories, including: (1) eligibility requirements for families and children; (2) application, redetermination, terms of authorization, and waiting lists; (3) family payments; (4) policies for providers, including reimbursement rates; and (5) administration and quality development |
Other
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The CCDF policies database book of tables: Key cross-state variations in CCDF policies as of October 1, 2011 A comparison of aspects of Child Care and Development Fund (CCDF)-related policies among the 50 states, District of Columbia, and territories, including: eligibility requirements for families and children; application, redetermination, terms of authorization, and waiting lists; family payments; and policies for providers, including reimbursement rates |
Other
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Center for Early Care and Education Research: Dual Language Learners The primary goal of the Center for Early Care and Education Research: Dual Language Learners is to advance the research field to improve assessment, child care, and education for dual language learners (DLLs) from birth through five years of age. This new center pursues a focused agenda of research and national leadership activities that: (1) improve the state of knowledge and measurement in early childhood research on young DLLs and the needs of their families as these relate to children's development; and (2) identify and advance the evidence base for the best practices and strategies in early care and education programming to support the overall development of young DLLs and to effectively support their families. Settings to be considered include early care and education center-based programs, home-based and family child care providers, and Head Start and Early Head Start programs. The Center is jointly funded by the Child Care Bureau (CCB) and the Office of Head Start (OHS). As such, the research team is expected to be responsive to calls from OHS and CCB for research-based guidance and syntheses of research regarding DLLs to address questions of pressing concern to policy and practice. Programmatic concerns to be addressed by research center: ACF is concerned with promoting all children's early development in child care settings and early education programs. The substantial and growing population of DLLs, with its unique and varied issues, introduces new challenges and opportunities to early childhood programs across the country as policymakers and practitioners find they must adjust and adapt their efforts in order to serve this population. The program announcement highlighted several specific programmatic concerns that the Center should address in its work. |
Administration for Children and Families/OPRE Projects
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Changes in child care arrangements in Minnesota A study of patterns and changes in the child care arrangements of low income families in Minnesota, based on data from four waves of surveys conducted every five to six months with a cohort of 323 low income families with children under the age of 6 |
Reports & Papers
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The characteristics and effectiveness of feedback interventions applied in early childhood settings A compilation of the results of studies on the use of teacher feedback professional development programs in 11 early education settings and 8 elementary level classrooms |
Literature Review
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Child Care and Community Services: Characteristics of Service Use and Effects on Parenting The study aims to improve the field's understanding of the features of child care services that are most critical to support children's development and identify family-level processes that might be influenced by child care. Specific research questions are: (1) What characteristics of parents predict usage of supports and services offered through the child care center and the community?; (2) What types of services and supports do parents use?; (3) Do the services and supports provided or referred to parents from the child care or preschool setting positively affect the home environment and parenting practices? To address these questions three national data sets (Head Start Impact Study, National Evaluation of Early Head Start, and National Institute of Child Health and Human Development Study of Early Child Care and Youth Development) are being analyzed. The results of the study can further inform the field of the parental characteristics related to service take-up and whether the services have a positive effect on the home, in addition to providing practitioners and policymakers with evidence to design early child care and education programs that improve the environments and relationships vital for children's academic and social development. |
Administration for Children and Families/OPRE Projects
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Child Care and Development Fund (CCDF) Policies Database The Child Care and Development Fund (CCDF) Policies Database provides a single source of detailed information on CCDF policies across time and across the fifty states, territories, outlying areas, and the District of Columbia. The database includes policies regarding family eligibility, application and redetermination, priorities and waiting lists, family payments, provider requirements, reimbursement rates, and select quality and administration information from the CCDF plans. The database captures programs funded in whole or in part by CCDF funds, policies that can be coded with acceptable consistency across states, and policies that have been implemented. It captures changes across time, key county-level variation, and different treatment for different subsets of families. Data will be made available to the public in the form of the annual Book of Tables, capturing a subset of policies for a specific point in time. The full database detail will also be made available to the public. |
Administration for Children and Families/OPRE Projects
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Child Care and Development Fund (CCDF) Policies Database, 2009 The CCDF Policies Database project is a comprehensive, up-to-date database of inter-related sources of CCDF policy information that support the needs of a variety of audiences through (1) Analytic Data Files and (2) a Book of Tables. These are made available to researchers, administrators, and policymakers with the goal of addressing important questions concerning the effects of alternative child care subsidy policies and practices on the children and families served, specifically parental employment and self-sufficiency, the availability and quality of care, and children's development. |
Data Sets
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Child Care and Development Fund (CCDF) Policies Database, 2011 The CCDF Policies Database project is a comprehensive, up-to-date database of inter-related sources of CCDF policy information that support the needs of a variety of audiences through (1) Analytic Data Files and (2) a Book of Tables. These are made available to researchers, administrators, and policymakers with the goal of addressing important questions concerning the effects of alternative child care subsidy policies and practices on the children and families served, specifically parental employment and self-sufficiency, the availability and quality of care, and children's development. |
Data Sets
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