What: Free data workshop (travel stipends available): Head Start Family and Child Experiences Survey (FACES 2014)
When: July 24-25, 2017
Where: Ann Arbor, MI
Application deadline: May 22
The Head Start Family and Child Experiences Survey (FACES 2014) is a nationally representative descriptive study of Head Start programs, classrooms, and children that provides information about program performance, including improvement efforts, quality, and outcomes for children and families. FACES 2014 features a new "Core Plus" study design, which allows for more rapid and frequent data reporting (Core studies) and serves as a vehicle for studying more complex issues in greater detail with increased efficiency (Plus studies). This training will focus on the child, parent, classroom, and program Core data from fall 2014 and spring 2015 as well as the Family Engagement Plus study conducted in spring 2015.
FACES 2014 project leads from Mathematica Policy Research will instruct this two-day data training, introducing researchers to the study's purposes, history, new design, methods, instruments, and data structure; and special analytic issues such as identifying dual language learners and conducting cross-cohort analyses. There will be significant hands-on time with the data.
FACES 2014 data files will be available in the summer on a restricted basis through Research Connections. Course-specific data files will be made available to participants on-site under the terms of a temporary Restricted Data Use Agreement.
The workshop is free, but space is limited. Researchers interested in using the FACES 2014 data to answer policy relevant questions in early care and education are encouraged to apply. Participants must have programming experience in SAS, Stata, or SPSS. All applications must include a vita along with a cover letter describing:
The Office of Planning, Research and Evaluation (OPRE) of the Administration for Children and Families (ACF) is soliciting applications for the Head Start Graduate Student Research Grants to support dissertation research by advanced graduate students who are working in partnership with Head Start programs and with faculty mentors. Competitive applicants will 1) demonstrate a collaborative partnership with their program partners, and 2) pursue research questions that directly inform local, state, or federal policy relevant to multiple early care and education practices. Applicants should consider pursuing data collection across contexts, including child care, pre-k, home-visiting programs, Head Start, Early Head Start, and/or others. Applicants are expected to demonstrate an established partnership with their early care and education program partners that should be apparent throughout the research plan, from development and refinement of the research questions through the proposed data collection, interpretation, and dissemination. Awards are dependent on the availability of funds and the best interest of the federal government.
The Administration for Children and Families (ACF), Office of Planning, Research and Evaluation (OPRE) is soliciting applications for Child Care Research Scholars grants to support dissertation research on child care policy issues. These grants are meant to build capacity in the research field to focus research on questions that have direct implications for child care policy decision-making and program administration, and to foster mentoring relationships between faculty members and high-quality doctoral students. Child Care Research Scholars projects address issues of significance related to CCDF; inform policy decisions and solutions, particularly for underserved / understudied populations; and utilize the most rigorous research methodology for the selected research question. Applicants must consult with a CCDF administrator in the development of the proposal.
This Research-to-Policy Resource List provides a comprehensive list of city universal preschool initiative evaluations and research in the Research Connections collection. To count as universal, a city's program must aim to eventually provide universal access to publicly-funded preschool for all four-year-olds using at least some city funds, even if it does not currently achieve universal access. Some well-known programs do not meet these criteria, either because they are the city-based implementation of a state universal preschool program (Tulsa, Oklahoma) or because they do not aim for universal access (Chicago's Child-Parent Centers; Salt Lake City, Utah).
Cities with universal preschool programs were identified in recent reviews by the American Institutes for Research and the Rand Corporation, as well as in news reports. A number of city programs have not produced evaluations or research publications or are still in the planning or early implementation stages, including Cincinnati, Ohio; Cleveland, Ohio; Dayton, Ohio; Philadelphia, Pennsylvania; Santa Fe, New Mexico; Seattle, Washington; and West Sacramento, California. The city universal preschool initiatives that have produced research or evaluation publications and are included here are: Boston, Massachusetts; Denver, Colorado; Los Angeles, California; New York, New York; San Antonio, Texas; San Francisco, California; and Washington, District of Columbia.
Competency modeling has been used to improve workforce capacity in a variety of fields and it may offer promise as a means to professionalize the infant/toddler teacher and caregiver workforce. In January 2017 the Office of Planning, Research, and Evaluation (OPRE) sponsored a meeting to identify next steps for research and evaluation related to competencies for infant/toddler teachers and caregivers.
The meeting brought together competency modeling experts from industrial-organizational psychology, experts on the development and assessment of competencies in other caregiving professions, and subject-matter experts in infant/toddler care and education. Check out the Research Connections website to view the meeting materials and presentations.
Please join the National Center for Children in Poverty on April 27th at 2:00 pm for its online book discussion of Cradle to Kindergarten: A New Plan to Combat Inequality. How can we ensure that every child has opportunities to succeed? The authors of the book describe the importance of early care and education and the types of socioeconomic disparities in the U.S. that contribute to starkly different long-terms outcomes for those who have access to high-quality early care and education and those who do not. On April 27th, NCCP will discuss the book with its authors, who offer an evidence-based strategy that diagnoses the obstacles to accessible early education and charts a path to opportunity for all children that will, in turn, benefit our nation.
The National Research Center on Hispanic Children & Families just released Developing Culturally Responsive Approaches to Serving Diverse Populations: A Resource Guide for Community-Based Organizations. As the U.S. grows more diverse, community based organizations (CBOs) are serving an increasingly diverse group of children and families. In this changing environment, developing cultural competence--behaviors, attitudes, and policies that enable organizations to work effectively in cross-cultural situations--is critical. This guide helps users to define and understand cultural competency and identify easily accessible resources for choosing interventions, conducting a needs assessment, selecting appropriate measures and measurement approaches, collaborating with other organizations, ensuring workforce diversity, and budgeting for culturally competent programs. Since funders increasingly require evidence that applicants recognize the importance of cultural competence, the resource guide also aims to help better position CBOs to be even more competitive in attracting funding.
The National Research Center on Hispanic Children & Families is launching a collaborative online mentoring/networking forum on LinkedIn, as the latest Center effort to support emerging scholars in the field who are interested in issues of relevance to Hispanic children and families. The Center is inviting emerging scholars as well as leaders in the field to join this mentoring/networking group as a way of actively communicating and collaborating with colleagues across the country about key topics related to research on Hispanic children and families, as well as professional development issues.
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A webinar produced by NORC at the University of Chicago discusses type of care definitions as related to those used in the National Survey of Early Care and Education (NSECE) data files, particularly the Household Survey, the Center-Based Provider Survey, and the Home-Based Provider Survey.
A PowerPoint presentation accompanies the webinar, which presents a brief overview of the NSECE design that provides researchers with some flexibility in defining types of care for various analyses. Similarities and differences in types of care across data files are also addressed. Please check out the Research Connections NSECE resource page for more information and resources on this topic.
The first annual Data in the Desert workshop hosted by Arizona State University is the beginning of an advanced methods training series focusing on innovations in statistical analyses for the social scientist. The Data in the Desert Workshop will take place June 19-23, 2017 focusing on the project planning, data collection, and analysis of longitudinal social network data. The objective to the Data in the Desert annual workshop series is to provide unique opportunity for scholars in fields such as psychology, sociology, biology, business, as well as the developmental and social sciences more broadly to begin to understand the intricacies and complexities of interpersonal relationship data, as well as longitudinal social network data more generally. Participants will leave with the ability to form a research question, design and execute a study, and successfully analyze longitudinal social network data. This workshop is designed with personal consulting in mind. Groups are small to allow time for personal project planning.
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Research Connections recently added a new file to the Head Start CARES Study. The child-level tracking data file includes parent-reported data collected in elementary school for children from the Head Start CARES sample. It includes information from parents about children's location and grade, social skills and problem behaviors at home, and receipt of special services. The Head Start CARES tracking data allow for the opportunity to conduct an ongoing investigation of the Head Start CARES sample as children moved through elementary school.
The Child Care and Development Fund (CCDF) provides federal money to States and Territories to provide assistance to low-income families receiving or in transition from temporary public assistance, to obtain quality child care so they can work, attend training, or receive education. Within the broad federal parameters, states and territories set the detailed policies. Those details determine whether a particular family will or will not be eligible for subsidies, how much the family will have to pay for the care, how families apply for and retain subsidies, the maximum amounts that child care providers will be reimbursed, and the administrative procedures that providers must follow. Thus, while CCDF is a single program from the perspective of federal law, it is in practice a different program in every state and territory.
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.
The Urban Institute is looking for highly capable and committed researchers to join the team that develops and disseminates the CCDF Policies Database. That database--funded by HHS/ACF and available through Research Connections--is the go-to source for detailed information on the state-by-state operation of federally-funded child care subsidy programs. The project is looking for a mid-level Research Associate to become a full-time permanent staff member. This person will spend about half-time on this project--developing in-depth knowledge of policies, communicating with state staff, and disseminating the information--and half-time on other Urban Institute research projects, which might include work with microsimulation modeling, quantitative analysis of survey data, or qualitative research. The people hired for the full-time job will need to start no later than the end of May.
The National Institute for Early Education Research (NIEER) conducts research and analysis on early childhood education policy and provides independent, research-based information and technical assistance designed to inform state and national policy. NIEER is a unit of the Graduate School of Education, Rutgers University, in New Brunswick, NJ. NIEER is seeking a Research Professor/Co-Director to assume major leadership responsibilities for the development and management of research, development of assessments including assessments of practice, and the provision of professional development and technical assistance relating to systems design and large-scale implementation of early learning initiatives. Doctoral degree in early childhood education, child development, developmental psychology or related field is required.