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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Project Type:CCPRP [remove];
45 results found.|
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The Impact of Cash Incentives on Early Childhood Workforce Development and Program Quality An assessment of the impact of Missouri's Workforce Incentive Project (WIN) on workforce development and child care quality. Using data already collected as part of the 4-year evaluation of the WIN program, this project extends the data analyses longitudinally for comparison between 503 participants of WIN and 376 non-participants who were followed over two years at 4-month intervals. Measures include turnover, professional development, and child care quality. The study informs policy and program choices about individual and program characteristics that motivate child care providers to attain additional education and training, and the efficacy of cash incentives for increasing workforce development and child care program quality. |
Administration for Children and Families/OPRE Projects
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The Impact of Childhood Behavior Problems on Child Care and Employment Decision-Making: A Nationally Representative Panel Study The goal of this study is to examine associations between childhood behavior problems and the stability of child care and employment among working families. Particular attention is paid to autism and childhood behavior problems that may go undiagnosed. The study follows a nationally representative sample of 1500 parents and children ages birth-13, selected from Gallup panel data which includes an oversample of low-income respondents, and a comparison group of parents of children with autism, also selected from Gallup panel data. Both descriptive and multivariate analyses are conducted, and an instrumental variable approach is applied to address possible endogeneity. The expected benefits of this project are to document the influence of behavior problems on child care and employment at the national level, to inform Child Care and Development Fund (CCDF) eligibility criteria for children ages birth-13 with undiagnosed developmental and/or behavior problems, and to build research capacity by linking child care research to autism research and develop two nationally representative longitudinal public domain datasets. |
Administration for Children and Families/OPRE Projects
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Impact of Pre-K Expansion on Child Care for Low-Income Families This study is designed to address questions about the association between prekindergarten (preK) expansion and the supply and quality of child care for low-income families. We are conducting a longitudinal investigation to identify changes in the supply of child care and in the quality of care for low-income working families across different types of providers and for different ages of children. Research questions include: (1) How do changes in state preK funding relate to the overall supply of child care and in the supply of child care for the children of low-income families? How does this change over time differ based on whether the county predominantly delivers preK through public schools or through child care and Head Start providers?; (2) How does the configuration of the child care market change over time as preK programs expand?; and (3) How is expansion of preK programs related to the quality of child care? How do expanded preK programs affect the quality of child care available to low-income families? |
Administration for Children and Families/OPRE Projects
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Impacts of Child Care Policy and Welfare Reform on Child Care Markets and Low-income Parents and Children A study of child care needs in local areas, particularly low-income communities and those with large numbers of ethnic minority families, using 1994-2003 longitudinal data for Florida, Massachusetts, and Rhode Island. Three key questions addressed are: (1) What does child care look like today?; (2) How do variations in child care and child care policy affect children?; and (3) How do variations affect parents? The study examines variation in availability, quality, and price of care for different age groups. |
Administration for Children and Families/OPRE Projects
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Influence of Welfare Reform and Child Care Problems on the Detailed Employment Experiences of Low-income Mothers A project concentrating on the hypothesis that child care is responsible, in part, for disrupting the employment and economic self-reliance of low-skilled mothers. The study is based on the Philadelphia Survey of Child Care and Work--a one hour, quantitative, door-to-door survey of 707 Black, White and Hispanic mothers of children under age 13. Key questions include: (1) How do child care characteristics and constraints affect success at work?; (2) What are the effects of policies associated with welfare, work, and child care?; (3) How are work outcomes different for Temporary Assistance for Needy Families (TANF) mothers compared with a control group of working mothers?; and (4) How are the answers to these questions different for mothers from different racial/ethnic groups, neighborhoods, family characteristics, and social resources? |
Administration for Children and Families/OPRE Projects
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Investigating the Impact of a State-Wide Unified Professional Development System on Quality Environments and Child Outcomes A study building on the current evaluation of the state KIDS NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacts the educational level of early care and education providers and subsequent classroom quality. The influence of these indicators are examined to determine their impact on child outcomes. The research design includes a multi-site, mixed-methods design with 213 centers, 265 classrooms and teachers that represent three types of classroom settings (child care, Head Start, and state preschool). Child level outcome data are collected on 357 4-year-old children across settings. The primary objective of this research is to determine: (1) the degree to which a unified professional development system developed at the state level results in positive child outcomes; and (2) the degree to which the educational level of early care and education providers enhances the quality of classroom environments. |
Administration for Children and Families/OPRE Projects
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Linking Economic Development and Child Care A project for the development and dissemination of regional economic models to examine how the child care industry affects economic development in States and local communities, and a set of analytic tools to assist States and localities in measuring the impact of child care in their region. The project also examines how the economic development framework is used to craft new strategic partnerships and innovative approaches to child care finance and administration. |
Administration for Children and Families/OPRE Projects
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A Longitudinal Study of Legal, Unregulated Family Child Care Providers Who Participate in the Child Care Subsidy Program A study following legal, unregulated family child care providers for three years, focusing only on providers who participate in the subsidy system, and assessing the quality of care, the continuity of care, and the effects of participating in quality improvement activities on quality of care over time. Providers are interviewed every three months in order to provide accurate information on variables such as continuity of service provision and continuity of care for children. |
Administration for Children and Families/OPRE Projects
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The Massachusetts Child Care Study: Child Care Subsidies, Child Care needs and Utilization, and Choice of Care Among Low-Income Working Families This study examined the child care needs of low-income working families and the impact of child care subsidies. The research questions include: (1) What types of care do families receiving subsidies choose?; (2) What is the quality of the care in programs serving low-income families?; and (3) How well does the child care accessed by low income families meet their needs and impact families' well-being? |
Administration for Children and Families/OPRE Projects
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Massachusetts Early Care and Education and School Readiness Study An assessment of the impact of varying hours of early care and education on children's school readiness, and the specific factors in both infant and preschool classrooms that promote school readiness, using two samples: one group of 236 children attending child care centers that have been followed since infancy; and another group of 160 children attending child care centers primarily serving low-income families. The project measures the following school readiness outcomes: (1) language development and communication; (2) cognition and general knowledge, including early math, social and emotional development; (3) approaches to learning; and (4) health and physical development. The study informs policy and program choices about standards for infant and preschool early care and education, the education and training of early care and education professionals, hours of care for young children, and the processes that improve school readiness among young children at risk. |
Administration for Children and Families/OPRE Projects
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Midwest Child Care Research Consortium A study that undertakes four tasks: (1) piloting and validating four linked state child care Quality Rating Systems (QRS); (2) identifying what training providers at different levels in the QRS select; (3) measuring the effects of training on child care quality; and (4) assessing provider attitudes about professional development, and parent attitudes about quality ratings. Methods include interviews and observations involving four hundred child care centers and family child care homes, 600 classrooms, 2,200 child care providers, and 200 child care center directors in 8 randomly selected communities (one rural and one urban community from each state), in addition to interviews and focus groups with subsidy-receiving and non-subsidy-receiving parents. The study informs child care policy and program choices about investments in child care quality and provider training and professional development, and outcomes that relate to alternative child care subsidy policies. |
Administration for Children and Families/OPRE Projects
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New Americans: The Child Care Choices of Parents of English Language Learners (ELL) Despite the significant benefits quality ECE programs offer to immigrant and refugee children, their rates of enrollment are significantly lower than for comparable children of U.S.-born parents (Matthews & Ewen,2006; Capps, et al, 2005; Brandon, 2002). The early care and education (ECE) system faces challenges in serving the youngest members of these new American families, particularly those who are English Language Learners (ELL). It is important for policymakers and child care providers to better understand the parents' work and child care needs, their cultural beliefs about child rearing and their perceptions about what their children need to get ready for school. ECE providers are keenly aware that the cultural sensitivity with which they care for the children who do enroll in their programs, as well as the degree to which they can successfully engage parents, has a bearing not only on the quality of care they provide but also on the likelihood that other immigrant parents will, through word of mouth, seek enrollment for their own children. Aided by a diverse Advisory Committee, this in-depth, exploratory study was conducted in two cities which reflect the varied experience with immigration across the country: Denver, Colorado, where we focused on Mexican immigrants and Portland, Maine, where we focused on three of the many refugee populations which have settled there: Cambodian, Somali and Sudanese children and families. Findings include an emphasis on exploring the concerns parents have about formal child care, differences in child rearing beliefs that influence decision making and implications for providers when classrooms have multiple cultures and languages spoken among the children with no one culture or language predominating. Research questions include: (1) What factors influence the child care choices of low income immigrant and refugee families of English Language Learners?; (2) How do immigrant and refugee parents' beliefs about child rearing, early education, and quality of care affect their decision to enroll their child and their choice among different care arrangements?; (3) How do broader cultural views (of the immigrant and refugee populations studied and western views) affect parental choice of care and satisfaction with care?; (4) To what extent do the practices of ECE providers and other service providers influence access to and choice of care?; (5) What are the perspectives of child care and other service providers about immigrants' choice of, access to and satisfaction with child care?; and (6) What are the effects of state and local policies on parental choice of, access to and satisfaction with care? |
Administration for Children and Families/OPRE Projects
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Partnering for Quality: The Impact of Partnerships on Child Care Quality and Accessibility An examination of the approaches to child care partnerships in existence across the country, and the impact of child care/Head Start partnerships on quality and access. Phase 1 analyzes an existing database of quantitative and qualitative data to describe current approaches. Phase 2 involves a correlational study of data from a random sample of child care centers and a comparison group not engaged in partnerships, using surveys of parents, teachers, and directors of child care and Head Start programs over three points in time. |
Administration for Children and Families/OPRE Projects
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Patterns of Child Care Subsidy Use in New York City: Care Arrangements, Parental Preferences, and Subsidy Administration Policies The goal of this project is to examine associations among parental preferences for child care, parents' perceptions of care quality, subsidy policies, and the care arrangements that low-income working families in New York City use for their young children. The project relies on two data sources: (1) New York City administrative data on the entire population of subsidy recipients with children age 6 and younger to describe families' child care arrangements; and (2) a phone survey with a random sample of 2,250 families drawn from the administrative data file. The survey asks parents about their reasons for selecting each of their care arrangements, their level of satisfaction with the care they use, the dimensions of care that they perceive as most important, their work/family balance, and their experiences with the subsidy administration system. Using these data, the project attends to four sets of research questions: (1) What are the dynamics of subsidy use? What is the duration of subsidy use?; (2) Is there a mismatch between parents' stated preferences for child care, and the care that they actually use? What are the policy barriers that potentially prevent families from accessing the care that they prefer? Are there specific barriers faced by families who receive vouchers (as opposed to those who receive care in a contracted setting) that affect their use of formal care?; (3) Are parental preferences for child care differentially associated with the use of formal versus informal care? How are parental perceptions of child care quality and parental work characteristics associated with the use of formal or informal care?; and (4) Does the continuity of care depend on whether the care is informal or formal? |
Administration for Children and Families/OPRE Projects
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The Size of the US Child Care Workforce: Applying and Validating Demand-Based Estimation Methods for the States A test of a new econometric model for estimating characteristics of the child care workforce in 6-10 selected states, building on work by the University of Washington's Human Services Policy Center in collaboration with the Center for the Child Care Workforce. The project aims to validate the efficacy of the new model so that it can be used to produce workforce estimates for each of the 50 States, and, potentially, for sub-State regions. More uniformity and validity of State data also allows for aggregation across States to provide a better national picture of the U.S. child care workforce. |
Administration for Children and Families/OPRE Projects
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A Study of Community Strategies for Enhancing the Quality and Affordability of Infant Toddler Child Care for Low Income Families A study identifying common barriers faced by low-income families in accessing good quality infant and toddler child care. The research builds upon the National Early Head Start Research and Evaluation Project, and involves interviews with key informants, on-site visits to three communities, and in-depth case studies of promising community approaches toward lessons to guide future policy decisions and initiatives. |
Administration for Children and Families/OPRE Projects
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A Study of Informal Child Care A multi-method, descriptive study of informal care, analyzing data (including State subsidy data) to assess utilization of subsidized informal care statewide. Data are gathered from focus groups and interviews conducted in three diverse Illinois communities to gain the perspectives of parents, providers, and staff of Child Care Resource and Referral agencies, including comprehensive interviews with 300 parents and 300 informal providers. The study develops strategies for providing services and supports to informal caregivers. |
Administration for Children and Families/OPRE Projects
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Understanding Quality in Context: Child Care Providers, Markets, Communities, and Policy An examination of the role and relative importance of provider and program characteristics that influence quality of care offered by child care providers, and an exploration of whether these differ for providers receiving subsidies. The project augments existing quantitative and qualitative provider data collected in five communities. A total of 417 center directors and 536 family child care providers, caring for children under age five for at least 40 hours per week, are included in a sample of subsidized and unsubsidized programs. A second project phase examines how these factors play a role in decision-making as providers decide how to allocate resources related to program quality. The study informs policy and program choices about: (1) how provider, market, community, and subsidy policy factors shape the quality of child care; (2) the relative importance of these factors; and (3) whether the factors and their relative importance differ for providers receiving voucher-based child care subsidies. |
Administration for Children and Families/OPRE Projects
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Variations in Child Care and School Success: Longitudinal Follow-up of the Cost, Quality, and Outcomes Study A longitudinal follow-up of the Cost, Quality, and Child Outcomes Study through fifth grade, examining variations in child care quality and school performance. |
Administration for Children and Families/OPRE Projects
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Who Leaves? Who Stays? A Longitudinal Study of the Child Care Workforce A multi-sector analysis of the factors that promote quality and stability among home-based providers who serve subsidized and non-subsidized children in informal, license-exempt, and regulated settings, including an examination of the professional and financial supports that enable providers to offer high quality care while also maintaining their own economic well-being |
Administration for Children and Families/OPRE Projects
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