Browse the Collection

RC Produced by Research Connections
* Peer Reviewed Journal

23 results found.

Select Citation
Result
Resource Type
1.

All children ready for school: The case for early care and education
Gruendel, Janice M.; Geballe, Shelley; Oliveira, Peg; et al., 2003
New Haven: Connecticut Voices for Children.

A study assessing the potential need for non-parental child care and early education of children under age five in Connecticut

Other

get fulltext

2.

All children ready for school success: Closing the ''preparation'' gap
Gruendel, Janice M., 2003
New Haven: Connecticut Voices for Children.

A summary of the implementation of the Connecticut Early Childhood Alliance, a public-private coalition of organizations and individuals which serves as a catalyst for policy change necessary to improve the health, safety, learning and economic security of its state's children and their families

Fact Sheets & Briefs

get fulltext

3.

Business and early care and education: A review of engagement strategies and a Connecticut case example
Gruendel, Janice M.; Orlick, Harry; Kantor, Abby; et al., 2003
New Haven: Connecticut Voices for Children. http://www.ctvoices.org/sites/default/files/ece03Business06.pdf

An overview of business engagement in school readiness and early child care education in Connecticut

Other

get fulltext

4.

Connecticut early care & education progress report, 2010
Hillman, Annemarie; Oppenheimer, Cyd, 2011
New Haven, CT: Connecticut Voices for Children.

An exploration of the climate of early childhood education and care in Connecticut, including in formation of costs, family budgeting and expenses, public funding, and program quality

Reports & Papers

get fulltext

5.

Connecticut early care & education progress report, 2010: Executive summary
Hillman, Annemarie; Oppenheimer, Cyd, 2011
New Haven, CT: Connecticut Voices for Children.

A summary of an exploration of the climate of early childhood education and care in Connecticut, including in formation of costs, family budgeting and expenses, public funding, and program quality

Executive Summary

get fulltext

6.

Connecticut early care & education progress report, 2011
Esty, Sarah; Oppenheimer, Cyd, 2011
New Haven, CT: Connecticut Voices for Children.

An overview of early care and education in Connecticut in 2011, including public spending on early care and education, children served by child care subsidies and other publicly funded programs, the quality of subsidized settings, and the school readiness and elementary school outcomes of children from low-income areas

Other

get fulltext

7.

Connecticut early care & education progress report, 2012
Esty, Sarah; Oppenheimer, Cyd,
New Haven, CT: Connecticut Voices for Children.

An overview of early care and education in Connecticut, including public spending on early care and education, children served by child care subsidies and other publicly-funded programs, the quality of care in publicly-funded settings, and the school readiness and elementary school outcomes of children from low income areas

Other

get fulltext

8.

Connecticut early care & education progress report, 2012: Executive summary
Esty, Sarah; Oppenheimer, Cyd,
New Haven, CT: Connecticut Voices for Children.

A summary of an overview of early care and education in Connecticut, including public spending on early care and education, children served by child care subsidies and other publicly-funded programs, the quality of care in publicly-funded settings, and the school readiness and elementary school outcomes of children from low income areas

Executive Summary

get fulltext

9.

Connecticut early care & education progress report, 2013
Oppenheimer, Cyd; Kramer, Tamara; Joseph, Edie; et al.,
New Haven, CT: Connecticut Voices for Children.

An overview of early care and education in Connecticut, including public spending on early care and education, children served by child care subsidies and other publicly-funded programs, the access to and quality of care in publicly-funded settings, and the school readiness and elementary school outcomes of children from low income areas

Other

10.

A development plan for early care and education data and research systems: A report on building data and research capability and supporting policy decisions with quality data
Wilson, Susan B., November, 2006
Farmington: Child Health and Development Institute of Connecticut.

This resource presents a development plan for early care and education (ECE) data and research in the state of Connecticut by taking a broad view of the data landscape and identifying needs for system improvements, data integration, and research capability. A scan and assessment of ECE databases were conducted, as well as a survey to research the needs of the state agency staff who use these databases. Based on these findings, a recommended plan for developing a comprehensive set of databases with the capacity to be integrated or linked are presented in order to enhance state operational and policy decision-making. Part 1 of the plan outlines ten infrastructure recommendations while Part 2 identifies six areas of policy interest, namely provider supply, early care and education workforce, provider quality, family demand for early care and education, child and family outcomes, and early care and education cost and financing. Concluding recommendations focus on developing and analyzing ECE cost and financing data with specific sources cited.

Other

11.

A development plan for early care and education data and research systems: A report on building data and research capability and supporting policy decisions with quality data [Executive summary]
Wilson, Susan B., November, 2006
Farmington: Child Health and Development Institute of Connecticut.

A summary of a plan for investing in an early childhood education data and research infrastructure in Connecticut by identifying the weaknesses in and opportunities for improving early childhood-relevant data systems

Executive Summary

12.

The economic impact of the All Our Kin family child care tool licensing program
All Our Kin,
New Haven, CT: All Our Kin.

The Connecticut Center for Economic Analysis study found that All Our Kin's Tool Kit Licensing Program is an important workforce support for low-income families. By facilitating access to high-quality childcare, the program increases opportunities for parents to enter the workforce. The study demonstrates that: -Each licensed provider enables between four and five parents to enter the workforce.-The study projects that over the period 2006-2016, the Tool Kit Licensing Program will have enabled approximately 440-450 more full time-equivalent employed individuals to join the workforce. (author abstract)

Executive Summary

get fulltext

13.

The economic impact of the All Our Kin family child care tool licensing program
Hill, Shannon; Carstensen, Fred V.; Coghlan, Jill; et al., 2011
New Haven, CT: All Our Kin.

The Connecticut Center for Economic Analysis estimates that by facilitating access to high-quality child care, each licensed provider enables between four and five parents to enter the workforce. This means that by 2016, the Tool Kit Licensing Program will have enabled approximately 440-450 more full-time equivalent employed individuals to join the workforce. (author abstract)

Other

get fulltext

14.

Growing Up in Poverty Project 
Fuller, Bruce,
Berkeley, CA: Policy Analysis for California Education

A longitudinal study of the effects of mothers moving from welfare-to-work on their economic well-being, home environment, child care quality and use, and their young children's early development

Major Research Projects

15.

How to pay for child care?: Local innovations help working families
Carroll, Jude, 2001
Berkeley, CA: Policy Analysis for California Education.

An exploration of strategies to increase use of child care subsidies by low-income families

Fact Sheets & Briefs

get fulltext

16.

New lives for poor families?: Mothers and young children move through welfare reform: The Growing Up in Poverty Project: Wave 2 findings: California, Connecticut, and Florida: Executive summary
Fuller, Bruce; Kagan, Sharon Lynn; Loeb, Susanna; et al., 2002
Berkeley: Policy Analysis for California Education.

A summary of a study of 948 mothers and their preschool-age children who entered new welfare-to-work programs in California, Connecticut, and Florida

Executive Summary

17.

New lives for poor families?: Mothers and young children move through welfare reform: The Growing Up in Poverty Project: Wave 2 findings: California, Connecticut, and Florida: Technical report
Fuller, Bruce; Kagan, Sharon Lynn; Loeb, Susanna; et al., 2002
Berkeley: Policy Analysis for California Education.

A study of the long-term effects of welfare reform on mothers' employment, children's development, and family well-being among a sample of mothers and preschool-age children who entered new welfare programs in California, Connecticut, and Florida

Reports & Papers

get fulltext

18.

Parents of young children: Their perception of teacher quality and access to quality care
Canada, Theresa J.; Bland, Karen E., 01 March, 2014
Hamden, CT: William Caspar Graustein Memorial Fund.

The William Caspar Graustein Memorial Fund's (WCGMF) priority that "Connecticut children of all races and income levels are ready for school by age five and are successful learners by age nine" was a key factor in this research study. Understanding parent decision making was crucial to the Memorial Fund's result statement and its strategy of system building. The goal of this study was to support these efforts. In particular, this study provided knowledge about parents' perceptions and concerns with early childhood care, and how these influence parent access and decision-making about early childhood education. Questions that guided this study were: What do parents view as the characteristics of quality early childhood education and why do these parents believe these factors are important? What teacher qualities, traits and behaviors do parents perceive as important and why are these factors important to them? What do parents define as quality ECE curriculum and teaching approaches? Finally, given all the important characteristics of ECE programs defined by parents, which if any, are the most important in influencing their selection of an ECE program for their children. The report presented here is a summary of our findings. To accomplish the research objectives an exploratory study using a mixed methods cross-sectional study design was chosen. Data was collected from 22 parents using a representative sample of Danbury, Connecticut (CT) parents identified and recruited by our research partner Danbury Children First. Our study collected parent data using 3 different methods: 1) focus group, 2) structured interview and 3) surveys. (author abstract)

Reports & Papers

get fulltext

19.

Parents of young children: Their perception of teacher quality and access to quality care
Canada, Theresa J.; Bland, Karen E., 01 March, 2014
Hamden, CT: William Caspar Graustein Memorial Fund.

The William Caspar Graustein Memorial Fund's (WCGMF) priority that "Connecticut children of all races and income levels are ready for school by age five and are successful learners by age nine" was a key factor in this research study. Understanding parent decision making was crucial to the Memorial Fund's result statement and its strategy of system building. The goal of this study was to support these efforts. In particular, this study provided knowledge about parents' perceptions and concerns with early childhood care, and how these influence parent access and decision-making about early childhood education. Questions that guided this study were: What do parents view as the characteristics of quality early childhood education and why do these parents believe these factors are important? What teacher qualities, traits and behaviors do parents perceive as important and why are these factors important to them? What do parents define as quality ECE curriculum and teaching approaches? Finally, given all the important characteristics of ECE programs defined by parents, which if any, are the most important in influencing their selection of an ECE program for their children. The report presented here is a summary of our findings. To accomplish the research objectives an exploratory study using a mixed methods cross-sectional study design was chosen. Data was collected from 22 parents using a representative sample of Danbury, Connecticut (CT) parents identified and recruited by our research partner Danbury Children First. Our study collected parent data using 3 different methods: 1) focus group, 2) structured interview and 3) surveys. (author abstract)

Executive Summary

get fulltext

20.

Promoting early health and learning: A profile of two Connecticut communities
Simpson, Grace; Griffin, Amy; Kaufman, Joy S.; et al., February, 2009
Farmington, CT: Child Health and Development Institute of Connecticut.

An account of the implementation of the Promoting Early Health and Learning Initiative, an early childhood intervention to address the role of health in children's school readiness, in the Middletown and Southeastern areas of Connecticut

Reports & Papers

21.

Quality preschool: Quality rating system: Establishment of a quality rating system for Connecticut's early care and education programs and providers
Stephens, Samuel A., November, 2006
Trenton, NJ: Center for Assessment and Policy Development.

An overview of the process and challenges of the development and implementation of quality rating system for early childhood education and care services in Connecticut

Other

22.

Starting early, starting now: A policymaker's guide to early care & education and school success
Kauerz, Kristie, 2001
Denver, CO: Education Commission of the States.

A presentation on the development and implementation of more effective quality early childhood education policies and systems

Other

get fulltext

23.

Starting early, starting now: A policymaker's guide to early care & education and school success [Executive summary]
Kauerz, Kristie, 2001
Denver, CO: Education Commission of the States.

A summary of a presentation on the development and implementation of more effective quality early childhood education policies and systems

Executive Summary

get fulltext

Select Citation

Search Feedback