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Child Care and Development Fund Administrative Data, Federal Fiscal Year 2009 (CCDF) [United States] 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. |
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Child Care and Development Fund (CCDF) Policies Database, 2011 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. |
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Child Care Licensing Study, 2011 [United States] The purpose of the 2011 Child Care Licensing Study is to report two aspects of child care licensing from 2008 for all 50 states and the District of Columbia (not including Idaho): (1) state child care licensing programs and policies and (2) child care center and family child care home licensing regulations. The study focuses on the processes and policies in each state related to staffing for the licensing program, monitoring facilities, and enforcement of licensing regulations. |
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Children at Risk in the Child Welfare System: Collaborations to Promote School Readiness This mixed method, in-depth case study in Colorado examines the degree to which key players in the child welfare, early intervention/preschool special education (EI/Preschool SPED) and early care and education (ECE) systems (e.g. Head Start, preschool, child care centers, family child care homes) collaborate to meet the developmental needs of children ages 0-5 who are involved in the child welfare system. An ecological perspective serves as the conceptual framework to support the goals of the project and to guide the development of this study (Bronfenbrenner, 1979). This research includes a quantitative analysis of data from the National Survey of Child and Adolescent Wellbeing (NSCAW, a nationally representative sample of children involved in the child welfare system). Additional quantitative research was conducted through two surveys (optional paper or on-line survey) in Colorado between 2005-2006: the Foster Parent Survey, a statewide survey of foster parents drawn from public and private agency lists of licensed families (n=266), and the Child Welfare Caseworker Survey, a statewide survey of child welfare caseworkers and caseworker supervisors drawn from public and private agency lists (n=339). The qualitative component of this research was conducted through field study interviews, with professionals (Child Welfare, Early Intervention, and Early Care and Education) and foster and biological parents of children under 5 in the child welfare system. These interviews were conducted in Adams, Alamosa, Arapahoe, Conejos, and El Paso counties (n=134). |
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Current Population Survey: Annual Social and Economic (ASEC) Supplement Survey, 2006 This data collection is comprised of data from the 2006 Annual Social and Economic Supplement (ASEC), and is a part of the Current Population Survey (CPS) Series. The Census Bureau conducts the ASEC (known as the Annual Demographic File prior to 2003) over a three-month period, in February, March, and April, with most of the data collected in the month of March. The ASEC uses two sets of survey questions, the basic CPS and a set of supplemental questions. The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. In addition to the basic CPS questions, respondents were asked questions from the ASEC, which provides supplemental data on poverty, geographic mobility/migration, and work experience. Comprehensive work experience information was given on the employment status, occupation, and industry of persons aged 15 and over. Additional data for persons aged 15 and older were available concerning weeks worked and hours per week worked, reason not working full time, total income and supplemental income components. Additional data are included that cover training and assistance received under welfare reform programs such as job readiness training, child care services, or job skill training. Data covering nine noncash income sources: food stamps, school lunch program, employer-provided group health insurance plan, employer-provided pension plan, personal health insurance, Medicaid, Medicare, CHAMPUS or military health care, and energy assistance are also included. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income. Data on employment and income refer to the previous calendar year, although demographic data refer to the time of the survey. The original ASEC data provided by the Census Bureau are distributed in a hierarchical file structure, with three record types present: Household, Family, and Person. The ASEC is designed to be a multistage stratified sample of housing units, where the hierarchical file structure can be thought of as a person within a family within a household unit. Here the main unit of analysis is the household unit. For ease of analysis at the person-level, ICPSR created a rectangular file structure that contains a record for every person with the respective Household and Family variables prepended to the Person variables. Part 1 contains the rectangular data file and Part 2 contains the original hierarchical data file. |
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Current Population Survey: Annual Social and Economic (ASEC) Supplement Survey, 2008 This data collection is comprised of data from the 2008 Annual Social and Economic Supplement (ASEC), and is a part of the Current Population Survey (CPS) Series. The Census Bureau conducts the ASEC (known as the Annual Demographic File prior to 2003) over a three-month period, in February, March, and April, with most of the data collected in the month of March. The ASEC uses two sets of survey questions, the basic CPS and a set of supplemental questions. The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. In addition to the basic CPS questions, respondents were asked questions from the ASEC, which provides supplemental data on poverty, geographic mobility/migration, and work experience. Comprehensive work experience information was given on the employment status, occupation, and industry of persons aged 15 and over. Additional data for persons aged 15 and older were available concerning weeks worked and hours per week worked, reason not working full time, total income and supplemental income components. Additional data are included that cover training and assistance received under welfare reform programs such as job readiness training, child care services, or job skill training. Data covering nine noncash income sources: food stamps, school lunch program, employer-provided group health insurance plan, employer-provided pension plan, personal health insurance, Medicaid, Medicare, CHAMPUS or military health care, and energy assistance are also included. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income. Data on employment and income refer to the previous calendar year, although demographic data refer to the time of the survey. The original ASEC data provided by the Census Bureau are distributed in a hierarchical file structure, with three record types present: Household, Family, and Person. The ASEC is designed to be a multistage stratified sample of housing units, where the hierarchical file structure can be thought of as a person within a family within a household unit. Here the main unit of analysis is the household unit. |
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Current Population Survey: Annual Social and Economic (ASEC) Supplement Survey, 2009 This data collection is comprised of data from the 2009 Annual Social and Economic Supplement (ASEC), and is a part of the Current Population Survey (CPS) Series. The Census Bureau conducts the ASEC (known as the Annual Demographic File prior to 2003) over a three-month period, in February, March, and April, with most of the data collected in the month of March. The ASEC uses two sets of survey questions, the basic CPS and a set of supplemental questions. The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. In addition to the basic CPS questions, respondents were asked questions from the ASEC, which provides supplemental data on poverty, geographic mobility/migration, and work experience. Comprehensive work experience information was given on the employment status, occupation, and industry of persons aged 15 and over. Additional data for persons aged 15 and older were available concerning weeks worked and hours per week worked, reason not working full time, total income and supplemental income components. Additional data are included that cover training and assistance received under welfare reform programs such as job readiness training, child care services, or job skill training. Data covering nine noncash income sources: food stamps, school lunch program, employer-provided group health insurance plan, employer-provided pension plan, personal health insurance, Medicaid, Medicare, CHAMPUS or military health care, and energy assistance are also included. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income. Data on employment and income refer to the previous calendar year, although demographic data refer to the time of the survey. The original ASEC data provided by the Census Bureau are distributed in a hierarchical file structure, with three record types present: Household, Family, and Person. The ASEC is designed to be a multistage stratified sample of housing units, where the hierarchical file structure can be thought of as a person within a family within a household unit. Here the main unit of analysis is the household unit. |
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Current Population Survey, October 2010: School Enrollment and Internet Use Supplement This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey on the topics of School Enrollment and Internet Use in the United States, which was administered as a supplement to the 2010 October CPS. The Census Bureau and the National Center for Education Statistics jointly sponsored the supplemental questions for October. The CPS, administered monthly, is a labor force survey providing current estimates of the economic status and activities of the population of the United States, for the week prior to the survey. Specifically, the CPS provides estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. The October 2010 supplemental survey queried respondents on school enrollment for all persons in the household aged three years and over. Supplement data includes information collected on current grade at public or private school, whether currently attending college full- or part-time at a two- or four-year institution, year last attended a regular school, year graduated from high school, grade retention, and whether any business, vocational, technical, trade, or correspondence courses were ever taken. Respondents were also queried on Internet and computer use, particularly if members of the household use the Internet, and how access to the Internet is obtained. Demographic variables include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income. |
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The Impact of Childhood Behavior Problems on Child Care and Employment Decision-Making: A Nationally Representative Panel Study Research shows that low-income families with children having special needs face substantial barriers in finding adequate child care. This results in higher employment instability. The impact of undiagnosed developmental or behavior problems on these outcomes is not yet fully understood. This study contributes much needed information about the link between childhood developmental and behavioral problems, child care needs, and employment decisions. The goal of this study was to examine associations between childhood behavior problems and the stability of child care and employment among working families. This study sought to address two main questions regarding child care. First, what are the child care needs and utilization patterns of low-income working families? And second, what factors influence choice of care among low-income working families? Depending on the prevalence and influence of behavior problems on employment decisions of low-income families, the results of this study help identify the need for additional policies at the national, state or local level specifically targeting families and/or caregivers of children with developmental or behavior problems. The study included parents of children aged 0 to 13 years and employed household level sampling from a nationally representative random-digit dial Gallup panel. Post-stratification weighting was accomplished by applying weights based on census region, income, and education using Stata's post-stratification commands. Measures of child care-related employment problems were part of the telephone survey instrument and include: child care-related employment problems, behavior problems and current serious health conditions, household composition, and demographic variables. Overall, almost half (46 percent) of households reported at least one child care-related employment change. The two most common changes cited were being absent from work (21 percent) and changing the work schedule (27 percent). Two-parent households were significantly less likely to report child care-related employment changes compared to single parent households. In addition, households with a stay-at-home parent were less likely to report child care-related absenteeism, but were more likely to report recently quitting a job than households without a stay-at-home parent. Also, having a child with behavior problems or a serious chronic health condition was associated with up to triple odds of many child care-related employment problems. These findings support the notion that child care-related employment problems are common among families with a child with chronic illness or behavior problems, and support the need for policy makers to strive for implementation of more parent-friendly working conditions. |
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Maryland Cooperative Agreement: The Effect of Subsidy Programs on School Readiness This project allowed the Maryland State Department of Education to accomplish two objectives: 1) enhance, merge and expand existing databases on early childhood education and care, and 2) use those databases to understand the effects of the child care subsidy program on children's school readiness at Kindergarten entry in Maryland. The first part of the project involved integrating existing state databases, including those of the child care subsidy program, licensing and credentialing programs, and the Maryland Model for School Readiness (MMSR) Kindergarten assessment data as outcome measures. It also included negotiating to gain access to relevant additional databases, including those of the Resource and Referral agencies, Head Start organizations, public pre-K, etc. This was done under the advisement of a Research Advisory Group, composed of state staff, university and research partners, out-of-state advisors and representatives of local provider groups. In the second part of this project, as a result of the increased capability to study the connections between child care subsidies, licensing compliance, credentialing and accreditation, and school readiness, analysis of the merged data addressed such questions as: 1. How are parents of four year old children using child care subsidies? 2. Is there a significant association between child care subsidies and children's school readiness upon entering kindergarten? 3. What is the availability of child care providers accepting subsidies in the state of Maryland? 4. What are the associations between child care subsidies, type of child care arrangement used, and children's kindergarten readiness scores? |
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Massachusetts Early Care and Education and School Readiness Study Young children are spending increasingly greater hours in early care and education. While research has clearly documented the importance of the quality of these experiences (National Research Council, 2000), more research is needed in several key areas. This study is 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 242 children attending child care centers that have been followed since infancy (Family Income, Infant Child Care, and Child Development Study); and another group of 130 children attending child care centers primarily serving low-income families. A developmental-ecological conceptual framework is being employed, which considers the influence of ecological contexts on children's developmental trajectories. The following school readiness outcomes are assessed: 1. language development and communication 2. cognition and general knowledge, including early math 3. social and emotional development 4. approaches to learning 5. health and physical development |
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National Longitudinal Surveys of Labor Market Experience, 1966-1992 The primary purpose of the five sets of surveys that comprise the National Longitudinal Surveys is the collection of data on the labor force experience of specific age-sex groups of Americans: Older Men aged 45-59 in 1966, Mature Women aged 30-44 in 1967, Young Men aged 14-24 in 1966, Young Women aged 14-24 in 1968, and Youth aged 14-21 in 1979. Each of the 1960s cohorts has been surveyed 12 or more times over the years, and the Youth cohort has been surveyed yearly since 1979. The major topics covered within the surveys of each cohort include: (1) labor market experience variables (including labor force participation, unemployment, job history, and job mobility), (2) socioeconomic and human capital variables (including education, training, health and physical condition, marital and family characteristics, financial characteristics, and job attitudes), and (3) selected environmental variables (size of labor force and unemployment rates for local area). While the surveys of each cohort have collected data on the above core sets of variables, cohort-specific data have been gathered over the years focusing on the particular stage of labor market attachment that each group was experiencing. Thus, the surveys of young people have collected data on their educational goals, high school and college experiences, high school characteristics, and occupational aspirations and expectations, as well as military service. The surveys of women have gathered data on topics such as fertility, child care, responsibility for household tasks, care of parents, volunteer work, attitudes towards women working, and job discrimination. As the older-aged cohorts of men and women approached labor force withdrawal, surveys for these groups collected information on their retirement plans, health status, and pension benefits. Respondents within the 1979 Youth cohort have been the focus of a number of special surveys, including the collection of data on: (1) last secondary school attended, including transcript information and selected aptitude/intelligence scores, (2) test scores from the Armed Services Vocational Aptitude Battery (ASVAB), (3) illegal activities participation including police contacts, and (4) alcohol use and substance abuse. Finally, the 1986 and 1988 surveys of the Youth cohort included the administration of a battery of cognitive-socioemotional assessments to the approximately 7,000 children of the female 1979 Youth respondents. Data for the five cohorts are provided within main file releases, i.e., Mature Women 1967-1989, Young Women 1968-1991, Young Men 1966-1981, Older Men 1966-1990, and NLSY (Youth) 1979-1992. In addition, the following specially constructed data files are available: (1) a file that specifies the relationships among members of the four original cohorts living in the same household at the time of the initial surveys, i.e., husband-wife, mother-daughter, brother-sister, etc., (2) an NLSY workhistory tape detailing the week-by-week labor force attachment of the youth respondents from 1978 through the most current survey date, (3) an NLSY child-mother file linking the child assessment data to other information on children and mothers within the NLSY, (4) a supplemental NLSY file of constructed and edited fertility variables, (5) a women's support network tape detailing the geographic proximity of the relatives, friends, and acquaintances of 6,308 female NLSY respondents who were interviewed during the 1983-1985 surveys, and (6) two 1989 Mature Women's pension file detailing information on pensions and other employer-provided benefits. |
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National Maternal and Infant Health Survey, 1988: Longitudinal Follow-up, 1991 This follow-up to the NATIONAL MATERNAL AND INFANT HEALTH SURVEY, 1988 (NMIHS) (ICPSR 9730) consists of three components that provide information on early childhood morbidity and health. The Live Birth Survey (Part 1) obtained data on national health issues affecting children, such as child development, effects of low birth weight, childhood injury, child care, pediatric care, health insurance coverage, child safety, and acute and chronic childhood illnesses. For the Medical Provider Survey (Part 12), respondents to the Live Birth Survey were asked to provide the names of all medical providers and hospitals where their children were diagnosed, treated, and/or admitted. Each health care provider was asked to supply information on its organization, the child's health status and history, and each visit or hospitalization. The Fetal and Infant Death Survey (Part 21) interviewed women who were identified through the 1988 NMIHS as having lost a fetus or an infant during the study period. These respondents were reinterviewed to gather information about their health and about any pregnancies since their loss in 1988. The 1991 follow-up data can be merged with data from the 1988 NMIHS, which was designed to explore factors that cause negative pregnancy outcomes. |
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New Americans: The Child Care Choices of Parents of English Language Learners Immigration to this country has increased significantly in recent years. While Mexican immigrants are the largest population of immigrants in the United States (39%), the rest of the population is widely varied, with no one nation accounting for more than 3% of all immigrants. Despite the significant benefits quality Early Childhood Education (ECE) programs offer to immigrant children, their rates of enrollment are significantly lower than for comparable children of U.S. born parents. In order to better address the needs of these new American families, providers and state policymakers need more in-depth knowledge about the perceptions of these families and the factors that influence their choice of care. This study is an in-depth, exploratory study in two cities which reflect the diversity of experience with immigration across the country: Denver, Colorado, where the focus is on Mexican immigrants and Portland, Maine, where the focus is on three of the many refugee populations which have newly settled here. The contrasts, not only in the immigrant populations themselves, but also in the political and historical contexts of the communities in which they live, will offer an opportunity to enrich the field of research on child care choices for this vulnerable population of children and families. The overarching research question for this study is: What factors influence the child care choices of low income immigrant and refugee families of English Language Learners? The mixed methods employed, and the diversity of data sources used, including parents, community leaders, service agency staff, and ECE providers, permits contrasting what immigrant parents express about their needs and preferences for care with providers' understanding and insights about those perceptions and needs. Surveys were administered to child care providers to assess their experiences and challenges with new American families, accomodations made for families, communication with families and level of parent involvement. A brief survey was also given to child care providers to assess training needs on immigrant and refugee issues in childcare and beliefs about English language acquisition. A survey was also administered to K-2 teachers to obtain their perceptions about the impact of attendance in early care and education programs on the school readiness of children from these populations. These findings are useful to those who design and implement ECE programs and policies affecting this population, and for those working directly with these families and children. |
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Survey of Child Care Subsidy Recipients in New York City, June 2008-July 2009
The goal of this project was to explore 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 relied on two data sources: (1) New York City administrative data on the entire population of subsidy recipients between January 2006 and December 2008 with children age six and younger to describe families' child care arrangements, and (2) a phone survey with a random sample of 2,045 families drawn from the administrative data and collected in two different waves. The first wave of data collection occurred between June 2008 and January 2009, the second wave occurred between February and July 2009. Due to the short interval between waves, no cohort effect was expected and the waves were merged into a single analytic sample, but the variable labels differentiate between the waves for future analysis. Survey questions covered current child care arrangements, preferences for child care arrangements, satisfaction with subsidies, and experiences with subsidy enrollment and recertification. The administrative data were used to calculate the number and length of spells of subsidy use over the 36-month period. Children are classified according to subsidy mechanism (contract vs voucher) and population (public assistance vs low-income). Weights were created so survey respondents would generalize to the population of subsidy recipients as of February 2008 (including multiple children per family). Using these data, the project aimed to answer four 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 received 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? 4.Does the continuity of care depend on whether the care is informal or formal? |
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