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Carolina Abecedarian Project and the Carolina Approach to Responsive Education (CARE), Age 21 Follow Up Study
Campbell, Frances A., January, 2014
Campbell, Frances, and Elizabeth Pungello. Carolina Abecedarian Project (ABC) and the Carolina Approach to Responsive Education (CARE), Age 21 Follow Up Study, 1993 - 2003. ICPSR32262-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research[distributor], 2014-01-31. doi:10.3886/ICPSR32262.v1

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades. Research hypotheses include: Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not. Further information can be found on the Carolina Abecedarian Project Web site (http://abc.fpg.unc.edu/).

Data Sets


Child Care and Development Fund (CCDF) Policies Database, 2012
Giannarelli, Linda, October, 2013
Giannarelli, Linda, Sarah Minton, Christin Durham, and United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation. Child Care and Development Fund (CCDF) Policies Database, 2012. ICPSR34902-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-10-17. doi:10.3886/ICPSR34902.v1

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


The National Early Literacy Panel (NELP), 2002-2006
Westberg, Laura, August, 2013
Westberg , Laura. The National Early Literacy Panel (NELP), 2002-2006. ICPSR27421-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2013-08-22. doi:10.3886/ICPSR27421.v1

The National Early Literacy Panel (NELP) was convened in 2002 to conduct a synthesis of the scientific research on the development of early literacy skills in children ages zero to five. NELP met on 12 occasions between April 2002- February 2006. NELP's primary goal was to identify interventions, parenting activities, and instructional practices that promote the development of children's early literacy skills. Toward that end, the panel posed the following four questions: 1.What are the skills and abilities of young children (age birth through five years or kindergarten) that predict later reading, writing, or spelling outcome? 2.Which programs, interventions, and other instructional approaches or procedures have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling? 3.What environments and settings have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling? 4.What child characteristics have contributed to or inhibited gains in children's skills and abilities that are linked to later outcomes in reading, writing, or spelling? NELP adopted a methodology that allowed for the identification and selection of published studies relevant to the panel's questions, a coding system that allowed for the combination and comparison of studies, and an appropriate method of statistical analysis. Approximately 500 research articles that were used in the meta-analyses conducted by the panel. The meta-analyses summarized both correlational data showing the relationships between children's early abilities and skills and later literacy development and experimental data that showed the impact of instructional interventions on children's learning.

Data Sets


Third Grade Follow-up to the Head Start Impact Study (HSIS), 2007-2008
United States. Department of Health and Human Services, Spring 2014
Puma, Michael, Stephen Bell, Ronna Cook, and Camilla Heid. Third Grade Follow-up to the Head Start Impact Study (HSIS), 2007-2008, United States. ICPSR35003-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research[distributor], 2014-03-20. doi:10.3886/ICPSR35003.v1

The Head Start Impact Study is a national, longitudinal study that involves approximately 5,000 three and four year old preschool children across 84 nationally representative grantee/delegate agencies aimed at determining how Head Start affects the school readiness of children participating in the program as compared to children not enrolled in Head Start and under which conditions Head Start works best and for which children.

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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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