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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Administration for Children and Families/OPRE Projects [remove]; Pub Year:2005 [remove];
7 results found.|
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Are Child Care Subsidies Cost-Effective? A study of the cost-effectiveness of child care subsidies along two dimensions: (1) a comparison of measures of cost-effectiveness to the alternative of an Earned Income Tax Credit (EITC); and (2) clarification of an optimal design strategy through the exploitation of the substantial cross-state policy innovation. The issue addressed is the extent to which these policies increase incentives for labor supply and human capital development, while reducing poverty and receipt of cash assistance. The study employs an empirical approach involving three broad steps: (1) modeling labor supply as a function of key budget constraint variables, including child care costs and the EITC, using a sample of single women; (2) modeling a number of indicators of educational attainment, in-school status, and job training enrollment as a function of child care costs and the EITC; and (3) conducting a welfare analysis on various components of states' CCDF comparisons in order to clarify an optimal design strategy. Data is drawn from multiple sources, primarily the Current Population Survey (CPS) and the Survey of Income and Program Participation (SIPP). |
Administration for Children and Families/OPRE Projects
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Child Care and Early Education Policy and Research Analysis and Technical Expertise Project The purpose of the competitive task order (TO) awarded to Child Trends is to support the provision of expert consultation, assessment and analysis in child care and early education policy and research to the Office of Planning, Research and Evaluation (OPRE), in the Administration for Children and Families (ACF), including activities related to: providing expert advice, assistance and consultation in support of the agency's research priorities and goals; conducting studies to inform policy and practice and the development of new research priorities; identifying and refining measures and instruments to improve the collection of data related to program policies and practices, and to program outcomes for families and children, identifying sources of data and conducting statistical analyses on national and other original data-sets to answer questions of relevance to the Agency on child care utilization, child care supply, and the effects of child care and other early childhood policies on parental and child outcome; and, providing technical assistance and expertise in the preparation of written materials and convening of expert early childhood stakeholders. This task order also covers planning and facilitation of meetings of experts on child care research issues of relevance to the administration for the Child Care and Development Fund (CCDF) and other early childhood programs in States, Territories, and Tribes. |
Administration for Children and Families/OPRE Projects
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Comparative Analysis of Subsidized and Non-Subsidized Relative Child Care in Kansas An assessment of the quality of care in subsidized relative care settings, conducted for the purpose of informing policymakers regarding the efficacy of this investment. The objectives are two-fold: (1) to assess and compare quality of care observed in both subsidized and non-subsidized relative child care settings; and (2) to conduct a needs assessment of subsidized relative child care providers from which governmental agencies can facilitate support mechanisms or quality initiatives meeting the specific and unique needs of these providers. The study gathers quantitative data from sample pools of 30 subsidized and 30 non-subsidized relative child care providers from select Kansas counties, using the Child Care Assessment Tool for Relatives (CCAT-R) to measure the quality in relative care environments. Complementary qualitative data is gathered from focus group interviews of subsidized and non-subsidized child care providers. |
Administration for Children and Families/OPRE Projects
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Comparing Web-Based to In-Person Training to Deliver a Nutrition and Physical Activity Intervention in Child Care A comparative study of different types of training components of the Nutrition and Physical Activity Self-Assessment for Child Care project (NAP SACC) in terms of their overall effectiveness at preparing Child Health Care Consultants (CCHCs) to deliver the NAP SACC intervention. NAP SACC is an intervention for child care centers and family child care homes aimed at improving nutrition and physical activity policies and practices, including the nutritional quality of food served, the amount and quality of physical activity, staff-child interactions, and center nutrition and physical activity policy, through self-assessment and targeted technical assistance. With the help of a trained CCHC, centers complete a self-assessment instrument at pre and post-intervention to evaluate center nutrition and physical activity policies and practices in fifteen areas. This study gathers a sample of twenty CCHCs who volunteer to bring NAP SACC to their counties, randomly assigns them to one of two training methods--web-based and in-person group, and evaluates them on their overall nutrition and physical activity knowledge and their ability to provide technical assistance to centers. |
Administration for Children and Families/OPRE Projects
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Impact of Literacy of Child Care Providers on Child Language A study documenting the literacy levels of a sample of early care and education providers, examining the relationships among adult literacy level, traditional measures of child care quality, and child language and cognitive outcomes, and analyzing variations in the literacy levels of early care and education providers as it relates to their economic status. The study attempts to replicate the results of a previous study that found provider English literacy to be associated with the quality of the language environment in both child care centers and licensed home-based care in Alameda County, California, using a sample of center and home-based providers whose settings were observed as part of the Child Care and Children's Temperament Study (supplement to the Temperament over Time Study-TOTS). |
Administration for Children and Families/OPRE Projects
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New Model of School Readiness: A Multi-Faceted, Developmental Approach A project that employs a series of longitudinal models to examine the importance of a multi-faceted definition of school readiness in the context of out-of-home child care environments. The definition of readiness includes children's development of social competence and executive functioning, and ability to adapt to the transition from child care to school. These competencies are evaluated for links from earlier longitudinal patterns of sensitive caregiving in child care, and examined for their contributions to children's development of academic and behavioral competence in elementary school. The project employs Phase I, II, and III of the data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Study 1 examines individual differences in developmental trajectories of social competence and executive functioning from 24 months of age through second grade. Study 2 identifies the importance of early child care experiences that may contribute to children's individual differences in development of executive functioning and social competence. Study 3 builds on the first study, including social competence with peers and executive functioning. Study 4 utilizes data from the first three studies to investigate individual and family level risk factors. |
Administration for Children and Families/OPRE Projects
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Role of Tribal Child Care Programs in Serving Children Birth to Five An investigation of American Indian child care directors' perceptions in two areas: (1) the reservation community's efforts to promote and preserve cultural integrity in the local transmission of cultural values to children, aged birth to five, who are enrolled in tribal child care programs on American Indian reservations; and (2) how statewide quality improvement systems are (or are not) assisting them in their efforts to promote continuity of cultural education and quality child care. The project uses a multiple case study design wherein sixteen American Indian program directors from child care centers in tribal communities are divided into four equal groups defined by leadership experience and tribal affiliation/enrollment. The participants are all members of different tribes, representing sites located in diverse geographic regions, and selected to provide variation among different stages in their professional careers and different kinds and levels of challenge encountered in their work. |
Administration for Children and Families/OPRE Projects
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