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ACF/OPRE report: Head Start children go to kindergarten
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, December 2010
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A profile of the development, families, and home and school environments of kindergarten children who had entered Head Start in the fall of 2006, based on data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006)

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ACF-OPRE report: A second year in Head Start: Characteristics and outcomes of children who entered the program at age three
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, December 2010
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A profile of the development, families, and home environments of children participating in their second year of Head Start who had entered the program at age 3 in the fall of 2006, based on spring 2008 data from the Head Start Family and Child Experiences Survey 2006 (FACES 2006)

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ACF-OPRE report: A year in Head Start: Children, families and programs
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, October, 2010
Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A profile of the characteristics of Head Start children and families and their home and Head Start classroom environments from fall 2006 through spring 2007, including children's cognitive, physical, and socioemotional development, and Head Start classroom curricula and activities, based on data collected from a sample of 60 Head Start programs, 135 centers, 410 classrooms, 365 teachers, and 3,315 children and their parents

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Assessing the play beliefs of African American mothers with preschool children
Fogle, Livy M., Q4 2006
Early Childhood Research Quarterly, 21(4), 507-518

A critical discussion of rating scales that measure parent beliefs about play, and a description of a study through which the Parent Play Beliefs Scale (PPBS) was developed and validated, based on the participation of African-American families with children enrolled in Head Start centers

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Assessment of preschool classroom practices: Application of Q-sort methodology
Bracken, Stacey Storch, Q4 2006
Early Childhood Research Quarterly, 21(4), 417-430

An evaluation of the Preschool Classroom Practices Q-Sort, a measure designed to assess the relation between preschool educator's beliefs and practices and the effectiveness of their classroom practices

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Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships
Driscoll, Katherine C., January 2010
Early Education and Development, 21(1), 38-64

An investigation of the effects of a pro-social teacher-child intervention on teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher–child interactions during two six-week intervention periods with 116 children and 29 Head Start teachers from video-taped observations of semi-structured interactions

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Barriers to subsidies: Reasons why low income families do not use child care subsidies
Shlay, Anne B., 2002
Philadelphia: Temple University, Center for Public Policy.

An investigation into the factors responsible for non-use of child care subsidies among subsidy-eligible families, based on a survey of 196 subsidy-eligible low income African American parents in Philadelphia, Pennsylvania

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Building a literacy community: The role of literacy and social practice in early childhood programs
Britsch, Susan J., 1999
Early Childhood Education Journal, 26(4), 209-215

A study of ways to strengthen existing literacy practices for children, families, and teachers in both rural and urban child care settings, based on qualitative studies of a publicly funded child care center in Northern California and two Head Start programs in the Midwest

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Celebrating cultural and linguistic diversity in Head Start
United States. Administration on Children, Youth, and Families. Commissioner's Office of Research and Evaluation, April 2000
Washington, DC: U.S. Administration on Children, Youth and Families.

A descriptive study of cultural and linguistic groups and their distribution within the Head Start population, Head Start services developed to address the needs of children and families from diverse linguistic and cultural backgrounds, and challenges faced by Head Start programs as they address the needs of an increasingly diverse population

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Changing policies, changing impacts: Employment and earnings of child-care subsidy recipients in the era of welfare reform
Queralt, Magaly, 2000
Social Service Review, 74(4), 588-619

A study that examines the employment and earnings of current and former recipients of welfare benefits and child care subsidies and assesses the impact of increased funding for child care and other policy changes.

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Characterizing disability in Head Start programs: Not so clearcut
Barton, Lauren R., Q4 2012
Early Childhood Research Quarterly, 27(4), 596-612

An identification of Head Start children meeting three different criteria for having a disability or developmental delay, an identification of three additional categories based on alternative criteria, an examination of the children's early literacy, social, and behavioral skills both at entry to Head Start and at the end of kindergarten, and an examination of disability status as a predictor of kindergarten outcomes, based on data from 638 children from the Family and Child Experiences Survey (FACES) 2000 data set

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Chicago early childhood care and education needs assessment [Abridged version]
Chicago (Ill.). Department of Human Services, 1999
Chicago: Illinois Facilities Fund.

An examination of the need for subsidized full-day, full-year child care for low-income, working families with children infants through five years of age in Chicago

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Child care and AFDC recipients in Illinois: Digest of findings and conclusions
Siegel, Gary L., 1991
Saint Louis, MO: Institute of Applied Research.

A report on the child care decisions of Aid to Families with Dependent Children (AFDC) recipients in Illinois

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Child care devolution in Texas: The relationship of child care policies to subsidy, employment and market durations
Schexnayder, Deanna, March 2008
The University of Texas at Austin

An overview of a study of the relationship between child care policies and subsidy, employment, and market outcomes, during the period of localization (devolution) of the management of child care subsidy policy in Texas, based on the findings of an econometric analysis

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Child care health consultation improves health and safety policies and practices
Alkon, Abbey, September-October 2009
Academic Pediatrics, 9(5), 366-370

A study of the effects of county-level child care health consultation intervention programs on child care centers’ health and safety policies and practices from a 3-year experimental study in 5 California counties with 73 intervention and 38 comparison licensed child care centers

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Child care quality: Centers and home settings that serve poor families
Fuller, Bruce, 2004
Early Childhood Research Quarterly, 19(4), 505-527

A multi-site, longitudinal study examining the quality of child care settings chosen by low-income mothers enrolled in welfare-to-work programs

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Child-care use among welfare mothers: A dynamic analysis
Wolf, Douglas A., 1991
Journal of Family Issues, 12(4), 519-536

A study of welfare mothers' child care arrangements and usage trends, particularly the durability of child care arrangements in relationship to child care type and cost, and mothers’ subjective ratings of quality and their impact on the probability of changing or ending their current child care arrangements

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Consequences of teen parents' child-care arrangements for mothers and children
Mollborn, Stefanie, August, 2012
Journal of Marriage and Family, 74(4), 846-865

A study of child care arrangements of the children of teen parents when children were about 9, 24, and 52 months old, and the relationships between those arrangements and parenting quality and child developmental outcomes, based on data from 900 teen parents and their children from the Early Childhood Longitudinal Study, Birth Cohort, 2001-2006

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Developmental effects of infant care: The mediating role of gender and health
Mott, Frank L., 1991
Journal of Social Issues, 47(2), 139-158

A study of the mediating role of gender and health on the effects of child care during infancy on cognitive, motor, and social development using data from the 1979 National Longitudinal Survey of Youth

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The devolution of subsidized child care in Texas: Final summary report
Schexnayder, Deanna, March 2008
University of Texas at Austin

A summary of the effects of the localization (devolution) of the management of Texas’ child care subsidy system to local boards throughout the state

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Does Head Start work?: A 1-year follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs
Lee, Valerie E., 1988
Developmental Psychology, 24(2), 210-222

A comparison of cognitive outcomes among Head Start children, children without any preschool experience, and children enrolled in other preschool programs

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Early Head Start children in grade 5: Long-term followup of the Early Head Start Research and Evaluation Project study sample: Final report
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, December 2010
(OPRE 2011-8). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

A study of the impact of Early Head Start participation and of the influence of children's preschool and later school experiences on parenting, family well-being, and children's academic and socioemotional outcomes in grade 5, based on a longitudinal follow-up of participants in the Early Head Start Research and Evaluation Project

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Early Head Start: Identifying and serving children with disabilities
Peterson, Carla A., 2004
Topics in Early Childhood Special Education, 24(2), 76-88

A longitudinal study of the number of Early Head Start children with developmental delays examined characteristics of low income families who received supportive services as compared to families who did not

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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

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The effect of child care costs on the employment and welfare recipiency of single mothers
Connelly, Rachel, 2003
Southern Economic Journal, 69(3), 498-519

A study determining the effectiveness of child care assistance polices and the cost of child care for welfare recipients

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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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