On Sunday, February 18, from 10 a.m. to 4 p.m. EST Research Connections will be down for maintenance. During this time the website and data will not be accessible.
We will be expanding the ICPSR offering via the Cloud to allow for increased availability and redundancy as we continue to move the ICPSR Archonnex technology forward and expand its features, functionality, and supportability.
We apologize for the inconvenience, but are excited about improvements that will enhance your interaction with our website.
Join Research Connections and Westat researchers for a 2-part webinar series on the Head Start Impact Study Center Analysis File, which will soon be added to the Head Start Impact Study Data Collection via a secure, virtual data enclave (VDE).
Tuesday, November 14, 1-2:30pm EST: Head Start Impact Study Center Analysis File Overview
This webinar will show participants how to apply for access to the data and use the VDE to work with the data; introduce the Center Analysis File and give an overview of the variables, data sources; and discuss the disclosure risk analysis and masking process for the data.
Wednesday November 15, 1-2:30pm EST: Working with the Head Start Impact Study Center Analysis File
In this webinar, the instructors will provide tips on using the Center Analysis File including guidance on weighting, merging the Center Analysis File with other HSIS RUF files, and present examples of statistical operations using the Center Analysis and other HSIS data.
Presenters: Jane Ciarico and Kristin Madden, Westat; Dharma Akmon, Research Connections, ICPSR
Both sessions will include time to ask questions. After registering, you will receive an email with information about joining the webinar. To attend both webinars, you need to register for each session.
About the Study
The Head Start Impact Study (HSIS) was conducted to study the impacts of Head Start on children and their families, specifically looking at impacts during the children's preschool, kindergarten, and through their third-grade year. HSIS was conducted with a nationally representative sample of 84 grantee/delegate agencies and included 4,667 newly entering, eligible 3- and 4-year-old children who were randomly assigned to either: (1) a Head Start group that had access to Head Start program services or (2) a control group that did not have access to Head Start, but could enroll in other early childhood programs or non-Head Start services selected by their parents. Data collection began in fall 2002 and continued through 2006.
The HSIS Center Analysis File contains 47 variables for 347 of the HSIS centers. The data are from a variety of publically available data sources and provide information about the HSIS centers' communities, including population and household characteristics, crime statistics, labor, and housing data.
*This series will focus exclusively on the Head Start Center Analysis File. Participants who are not familiar with the HSIS and other data available from the study are encouraged to explore the HSIS codebooks and documentation and watch the Head Start Impact Study Online Training webinar prior to the Head Start Center Analysis File webinars.
Research Connections has just released the quantitative datasets from The Early Learning Mentor Coach Study (ELMC). These datasets explore the objectives, activities, approaches, strategies, and other aspects of the ELMC initiative from the perspectives of Head Start grantees, coaches, and staff.
In the ELMC initiative, mentor coaches provided on-the-job guidance, technical assistance and training to classroom teaching staff, home visitors and family child care providers who work in Head Start and Early Head Start programs. Data include a data file collected from grantees and a second data file from coaches and staff.
The National Survey of Early Care and Education (NSECE) has selected two research teams to present their NSECE work to the research community in an October webinar:
Unpacking Braided Funding in Early Childcare Centers
Jade Jenkins, Ph.D. & Jennifer Duer (University of California, Irvine)
This study examines the role of blended funding for early childcare centers using the NSECE dataset. The results suggest that centers report high percentages of blending across local, state, and federal government dollars. Individuals interested in understanding how center-based programs combine childcare policies will recognize the prevalence of blended funding. This work can expand future childcare policy work by taking into account how policies impact blended centers and classrooms. Researchers interested in the mix of funding streams supporting ECE may find this discussion especially useful.
A Presentation on Sequence and Cluster Analysis in the NSECE Calendar Data, with a Focus on Parental Work Schedules
Peter Hepburn (University of California, Berkeley)
This presentation will be describing some tools for analyzing NSECE schedule data. Specifically, it will provide a brief introduction to sequence analysis and clustering methodologies. It will describe the benefits of using such methods and provide an example of how these tools were used to analyze the relationship between parental work schedules and childcare arrangements. This should be of most interest to those members of the community who are using or plan to use the parent, other household caregiver, or child scheduling data.
The webinar will be held on Wednesday, October 25 at 2:30pm until 3:30pm CT.
This Research-to-Policy Resource List includes resources in the Research Connections collection published in 2010 or later that focus on access to early care and education for children in immigrant families.
The resources on this list are organized into the following categories: research reviews, research based on large-scale national datasets, and research based on smaller-scale, in-depth, and/or localized (state- or community-level) studies. These resources provide information on immigrant status as a factor in access to early care and education, on the benefits that early education experiences offer children in immigrant families, as well as on barriers to access and strategies to address those barriers.
The American Educational Research Association (AERA) announces its 2018-2019 AERA Minority Dissertation Fellowship in Education Research competition for graduate students. This program provides mentoring and funding support to develop research skills and conduct studies in education related fields and topics. Please share this announcement with your Division members and others in the education research community. An informational webinar will be offered on Wednesday, September 20, 2017 (3:00pm-4:00pm EST) to discuss the Minority Fellowship in Education Research program's goals, the application process, and details about the competition. The webinar will be recorded and will become available through AERA's Virtual Research Learning Center. Eligible graduate students for the AERA Minority Dissertation Fellowship in Education Research will be at the writing stage of their dissertation by the beginning of the fellowship. Each fellowship award is for 1 year, beginning July 1, 2018 or later, and is nonrenewable.
The Department of Human Development and Family Studies (HDFS) at Purdue University is seeking an Assistant or Associate Professor with an expertise in early childhood development and early learning (birth through 8 yrs.). The successful candidate will be responsible for initiating, conducting, and publishing research, including procuring internal and external funding; teaching undergraduate and graduate courses, including courses in the early childhood teacher licensure program; mentoring graduate students; and engaging in service at the campus, community, state, and/or national level. Desirable areas of expertise include early literacy, early STEM learning, or other specializations in early care and education. Candidates must have a Ph.D. or comparable degree.
Research Connections recently added a Variables tab to its search results page, allowing researchers more direct access to locating and comparing variables of interest across studies.
When you conduct a search, simply click on the Variables tab to see a list of variables that matches the term you entered. From here, you can navigate from the variable to the study homepage or select variables to compare frequencies as well as look at differences in the question text.
A number of meta-analytic research reviews have examined the impact of after school programs on children's outcomes. These reviews show after school programs have positive effects on personal and social skills, reading and math, and academic achievement for at-risk students. Additionally, these reviews, as well as other reviews and studies, have helped to identify specific aspects of after school programs associated with positive child outcomes. These promising findings on the role of after school programs and their particular features in supporting children's development have encouraged a number of stakeholders to invest in after school systems.
This Research-to-Policy Resource List focuses on resources in the Research Connections collection published in the past ten years that focus on building high-quality after schools systems. The resources on this list have been assigned to the following categories: building systems, improving quality, supporting the workforce, and sustaining program finances.
The School Readiness Consulting (SRC) is looking for an Evaluation Associate to support projects in the organization's expanding Evaluation Division. The Evaluation Associate supports research and data collection projects across School Readiness Consulting's (SRC) national Evaluation portfolio. Evaluation Associate responsibilities include project coordination, supporting data collection teams, leading research interviews and focus groups, conducting classroom observations and child assessments, managing and analyzing project data, writing and communicating findings to a variety of audiences, and providing support for funding proposals. He/she contributes to SRC's social media strategy in the Evaluation area, and also supports SRC's internal operations as part of an organization-wide associate team. A Master's degree in Education or related field is preferred. The Evaluation Associate works from SRC's office in Silver Spring, MD and reports to the Director of Evaluation.