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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2002 (CCDF) [United States]
United States. Department of Health and Human Services, 2007
United States Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Child Care Bureau. CHILD CARE AND DEVELOPMENT FUND ADMINISTRATIVE DATA, FEDERAL FISCAL YEAR 2002 [Computer file]. ICPSR04597-v1. Rockville, MD: Anteon Corporation, Child Care Automation Resource Center [producer], 2006. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2007-03-09.

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


Child Care and Development Fund Administrative Data, Federal Fiscal Year 2003 (CCDF) [United States]
United States. Department of Health and Human Services, 2007
United States Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Child Care Bureau. CHILD CARE AND DEVELOPMENT FUND ADMINISTRATIVE DATA, FEDERAL FISCAL YEAR 2003 [Computer file]. ICPSR04643-v1. Rockville, MD: Anteon Corporation, Child Care Automation Resource Center [producer], 2007. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2007-03-09.

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


Child Care and Development Fund Administrative Data, Federal Fiscal Year 2004 (CCDF) [United States]
United States. Department of Health and Human Services, 2007
United States Department of Health and Human Services, Administration for Children and Families, Administration on Children, Youth and Families, Child Care Bureau. CHILD CARE AND DEVELOPMENT FUND ADMINISTRATIVE DATA, FEDERAL FISCAL YEAR 2004 [Computer file]. ICPSR04529-v1. Rockville, MD: Anteon Corporation, Child Care Automation Resource Center [producer], 2006. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2007-03-09.

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


Comprehensive Child Development Program (CCDP), 1990-1996
United States. Department of Health and Human Services, 2007
United States Department of Health and Human Services, Administration for Children and Families, Head Start Bureau. COMPREHENSIVE CHILD DEVELOPMENT PROGRAM (CCDP), 1990-1996 [Computer file]. ICPSR04711-v1. Rockville, MD: Westat, Inc. [producer], 1998. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor]

The Comprehensive Child Development Program (CCDP) was implemented as a result of the Comprehensive Child Development Act, originally enacted by Congress in 1988 in an effort to increase the educational potential of young children from low-income families and to decrease the likelihood that they would be caught in the cycle of poverty. The CCDP was designed to provide intensive, comprehensive, integrated, and continuous support services for children from low-income families from birth, or before, through their entrance into elementary school, to enhance their intellectual, social, emotional, and physical development. Additionally, the CCDP was designed to offer support services for parents and other household family members to enhance their life management skills and economic self-sufficiency. More than 4,000 families from 24 community-based program sites across the nation were randomly selected to participate in either experimental or control groups in the CCDP study.

Data Sets


The economic impact of the Nebraska early care and education industry
Thompson, Eric, 2007
Lincoln, NE: University of Nebraska-Lincoln, Bureau of Business Research.

An analysis of the economic impact of the Nebraska child care and early education industry in terms of its employment and gross receipts, as well as its role in supporting other industries, attracting federal funding, and encouraging labor force participation

Reports & Papers


The economic impact of the Nebraska early care and education industry report: May 2007
University of Nebraska--Lincoln. Bureau of Business Research, May, 2007
Lincoln, NE: University of Nebraska-Lincoln, Bureau of Business Research.

Findings from an analysis of the economic impact of the Nebraska child care and early education industry in terms of its employment and gross receipts

Fact Sheets & Briefs


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An experimental validation of a preschool emergent literacy curriculum
DeBaryshe, Barbara D., 2007
Early Education and Development, 18(1), 93-110

An evaluation of a pilot version of Learning Connections, an emergent literacy and mathematics enrichment curriculum for preschool children, focusing on the resulting language and literacy skills of participating children enrolled in full day Head Start classrooms

Reports & Papers


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Improving young children's social and emotional competence: A randomized trial of the preschool "PATHS" curriculum
Domitrovich, Celene E., March 2007
Journal of Primary Prevention, 28(2), 67-91

An evaluation of the efficacy of a preschool version of the Promoting Alternative Thinking Strategies (PATHS) in a three-year randomized trial involving 10 intervention and 10 control classes at two Head Start sites in Pennsylvania

Reports & Papers


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National Head Start/Public School Early Childhood Transition Demonstration Study, 1991-1999
United States. Department of Health and Human Services, 2007
United States Department of Health and Human Services, Administration for Children and Families, Head Start Bureau. NATIONAL HEAD START/PUBLIC SCHOOL EARLY CHILDHOOD TRANSITION DEMONSTRATION STUDY, 1991-1999 [Computer file]. ICPSR04712-v1. Rockville, MD: Westat, Inc. [producer], 2002. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor]

The National Head Start/Public School Early Childhood Transition Demonstration Study data contain information about the Transition Demonstration Programs and their impact on children, families, schools, and communities. Schools were randomly assigned to either a Transition Demonstration group or to a Comparison group with a total of 7,515 former Head Start children and families enrolling in the study during 1992/93 and 1993/94 school years. Thousands of other children and families, however, participated in the Transition Demonstration Program, since supports and educational enhancements were offered to all children and families in the classrooms.

Data Sets


National Study of Child Care for Low-Income Families: Care in the home: A description of family child care and the experiences of the families and children that use it: Executive summary
United States. Administration for Children and Families, September 2007
Washington, DC: U.S. Administration for Children and Families.

A summary of findings from the two-and-a-half-year In-Depth Study of Family Child Care, a component of the National Study of Child Care for Low-Income Families, focusing on parents and their employment and child care experience, family child care providers and their homes as child care environments, and children and their experiences in family child care

Executive Summary


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National Study of Child Care for Low-Income Families: Care in the home: A description of family child care and the experiences of the families and children that use it: Final report
United States. Administration for Children and Families, August, 2007
Washington, DC: U.S. Administration for Children and Families.

Findings from the two-and-a-half-year In-Depth Study of Family Child Care, a component of the National Study of Child Care for Low-Income Families, focusing on parents and their employment and child care experience, family child care providers and their homes as child care environments, and children and their experiences in family child care

Reports & Papers


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National Study of Child Care for Low-Income Families: Patterns of child care use among low-income families: Final report
United States. Administration for Children and Families, September 2007
Washington, DC: U.S. Administration for Children and Families.

A study of families' decisions regarding employment and child care arrangements, examining variations by child's age, mother's race, and other family characteristics, and assessing the impact of child care subsidies and other state and local policies on families' choices

Reports & Papers


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National Study of Child Care for Low-Income Families: Patterns of child care use among low-income families: Final report: Executive summary
United States. Administration for Children and Families, September 2007
Washington, DC: U.S. Administration for Children and Families.

A summary of a study of families' decisions regarding employment and child care arrangements, examining variations by child's age, mother's race, and other family characteristics, and assessing the impact of child care subsidies and other state policies on families' choices

Executive Summary


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National Study of Child Care for Low-Income Families: State and Community Substudy: Final report
United States. Administration for Children and Families, September 2007
Washington, DC: U.S. Administration for Children and Families.

A study of ongoing changes in state and community policies for meeting the child care needs of low-income families as a result of welfare reform implementation, including child care subsidy use and expenditures from 1997 to 2001 and child care subsidy policies and their administration from 1999 to 2002, based on administrative records, policy manuals, and key informant interviews from 17 states and 25 communities

Reports & Papers


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National Study of Child Care for Low-Income Families: State and Community Substudy: Final report: Executive summary
United States. Administration for Children and Families, September 2007
Washington, DC: U.S. Administration for Children and Families.

A summary of a study of ongoing changes in state and community policies for meeting the child care needs of low-income families as a result of welfare reform implementation, including child care subsidy use and expenditures from 1997 to 2001 and child care subsidy policies and their administration from 1999 to 2002, based on administrative records, policy manuals, and key informant interviews from 17 states and 25 communities

Executive Summary


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The process of devolution: Perceptions from local boards: a product of the study of child care devolution in Texas
Lein, Laura, October 2007
University of Texas at Austin, Ray Marshall Center for the Study of Human Resources

Results of a study of the local boards created to manage child care center quality improvement and distribute state child care subsides throughout Texas

Reports & Papers


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Results from the "I Am Moving, I Am Learning" stage 1 survey: Final interim report
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, October 25, 2007
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A study of the implementation of I Am Moving, I Am Learning (IM/IL), a Head Start program enhancement intended to increase the amount of time devoted to moderate to vigorous physical activity, improve the quality of stuctured movement activities, and promote healthy food choices, based on a survey of staff members who had been trained to implement IM/IL in their Head Start program

Reports & Papers


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Results from the "I Am Moving, I Am Learning" stage 1 survey: Final interim report [Executive summary]
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, October 25, 2007
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A summary of a study of the implementation of I Am Moving, I Am Learning (IM/IL), a Head Start program enhancement intended to increase the amount of time devoted to moderate to vigorous physical activity, improve the quality of stuctured movement activities, and promote healthy food choices, based on a survey of staff members who had been trained to implement IM/IL in their Head Start program

Executive Summary


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Role of services in regional economy growth
Kay, David, September 2007
Growth and Change, 38(3), 419-442

An exploration of the role of service sectors, such as child care, in regional economic development through the comparison of output employment and linkage effects, based on a 509 industry input-output model of the 2001 economy in New York State

Reports & Papers


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Standardized childhood: The political and cultural struggle over early education
Fuller, Bruce, 2007
Stanford, CA: Stanford University Press

An examination of the debate surrounding the state-run expansion and standardization of preschool, based on ethnographic classroom-based research, case studies of universal preschool programs in Oklahoma and Los Angeles, and a critical review of empirical research

Reports & Papers


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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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