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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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Healthy Steps for Young Children Program National Evaluation, 1996-2001: [United States] The primary goal of the National Evaluation was to access whether the Healthy Steps for Young Children Program was successful in reorienting pediatric practice to emphasize child development issues, increasing parents' knowledge about early nurturing of infants and parents' involvement in their children's development, and in promoting parents' practices that improve the health, safety and health care utilization of their children. |
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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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National Head Start/Public School Early Childhood Transition Demonstration Study, 1991-1999 The National Head Start/Public School Early Childhood Transition Demonstration Study data contain information about the Transition Demonstration Programs and their impact on children, families, schools, and communities. Schools were randomly assigned to either a Transition Demonstration group or to a Comparison group with a total of 7,515 former Head Start children and families enrolling in the study during 1992/93 and 1993/94 school years. Thousands of other children and families, however, participated in the Transition Demonstration Program, since supports and educational enhancements were offered to all children and families in the classrooms. |
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National Evaluation of Welfare-to-Work Strategies A controlled random assignment longitudinal study of the effectiveness of welfare-to-work programs collecting data on child care and child well-being. |
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National Household Education Survey, 1993 A cross-sectional survey of data on educational activities in the United States containing questions about experience in early childhood programs, child development, school performance, and child health. |
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Project on Human Development in Chicago Neighborhoods (PHDCN): School Interview, Wave 2, 1997-2000 The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the School Interview protocol. This was adapted from the school section of the Youth Interview Schedule used in the Philadelphia Family Management Study. It included sections addressing school climate, school safety, types of classes the subject had taken, the subject's attitude toward school, past history of repeating or skipping grades, and participation in activities within and outside of school. It was administered to subjects in Cohorts 9, 12, and 15. |
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Project on Human Development in Chicago Neighborhoods (PHDCN): School Interview, Wave 3, 2000-2002 The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the School Interview protocol. This was adapted from the school section of the Youth Interview Schedule used in the Philadelphia Family Management Study. It included sections addressing school climate, school safety, types of classes the subject had taken, the subject's attitude toward school, and participation in activities within and outside of school and in after-school activities. It was administered to subjects in Cohorts 6, 9, and 12. It is closely related to PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): SCHOOL INTERVIEW, WAVE 2, 1997-2000 (ICPSR 13654). |
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Fragile Families and Child Wellbeing Study A national longitudinal study of unwed parents and their children exploring the capabilities and relationships of unwed parents, as well as the effects of policies on family formation and child wellbeing. |
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Current Population Survey, October 1972: School Enrollment Data on labor force activity for the week prior to the survey are supplied in this collection. Information is available on the employment status, occupation, and industry of persons 14 years old and over. Demographic variables such as age, sex, race, marital status, veteran status, household relationship, educational background, and national origin or descent are included. In addition to providing these core data, the October survey also contains a special supplement on school enrollment for all persons 3 years old and over. This supplement includes the following items: current grade attending at public or private school, whether attending college full- or part-time at a two- or four-year institution, year last attended a regular school, and year graduated from high school. |
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Head Start Family and Child Experiences Survey (FACES), 1997 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
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Head Start Family and Child Experiences Survey (FACES), 2000 Cohort The Head Start Family and Child Experiences Survey (FACES) is an ongoing, national, longitudinal study of the cognitive, social, emotional, and physical development of Head Start children. It examines the characteristics, well-being, and accomplishments, of families, the observed quality of Head Start classrooms, and the characteristics and opinions of Head Start teachers and other program staff. |
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Current Population Survey, October 2002: School Enrollment/Library Use |
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