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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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The SSRC Library includes resources which may be available only via journal subscription. The SSRC may be able to provide users without subscription access to a particular journal with a single use copy of the full text.  Please email the SSRC with your request.

The SSRC Library collection is constantly growing and new research is added regularly. We welcome our users to submit a library item to help us grow our collection in response to your needs.


  • Individual Author: Kainz, Kirsten
    Reference Type: Journal Article
    Year: 2019

    Since 1965 the purpose of Title I of the federal Elementary and Secondary Education Act has been to improve the educational outcomes of economically disadvantaged students and reduce achievement gaps. This paper presents analysis of data from a nationally representative sample of African American and Latinx kindergartners who attended public schools operating school-wide Title I programs in the 2010–11 school year. The purpose of analysis was to examine the associations between Title I programming and achievement gaps. The results indicated that African American students in high poverty, high minority schools made greater gains in reading in schools that used Title I for reduced class size. African American and Latinx students in high poverty, high minority schools made greater gains in mathematics in schools that used Title I for professional development. Findings were scrutinized via propensity score weighting, which revealed the tangled nature of school context, child and family characteristics, and student learning. Suggestions for future research include random assignment...

    Since 1965 the purpose of Title I of the federal Elementary and Secondary Education Act has been to improve the educational outcomes of economically disadvantaged students and reduce achievement gaps. This paper presents analysis of data from a nationally representative sample of African American and Latinx kindergartners who attended public schools operating school-wide Title I programs in the 2010–11 school year. The purpose of analysis was to examine the associations between Title I programming and achievement gaps. The results indicated that African American students in high poverty, high minority schools made greater gains in reading in schools that used Title I for reduced class size. African American and Latinx students in high poverty, high minority schools made greater gains in mathematics in schools that used Title I for professional development. Findings were scrutinized via propensity score weighting, which revealed the tangled nature of school context, child and family characteristics, and student learning. Suggestions for future research include random assignment studies and local partnerships to determine effective uses of Title I monies. (Author abstract)

  • Individual Author: Tran, Victoria; Dwyer, Kelly; Minton, Sarah
    Reference Type: Report
    Year: 2019

    If a single mother earns $25,000 per year, can she receive a subsidy to help pay for child care? What if she decides to attend a training program? If she does qualify for a subsidy, how much will she have to pay out of pocket? The answers to these questions depend on a family’s exact circumstances, including the ages of the children, the number of people in the family, income, and where they live. Child care subsidies are provided through a federal block grant program called the Child Care and Development Fund (CCDF). CCDF provides funding to the States, Territories, and Tribes. They use the money to administer child care subsidy programs for low-income families. This brief provides a graphical overview of some of the CCDF policy differences across States/Territories. It includes information about eligibility requirements, family application and terms of authorization, family payments, and policies for providers. (Excerpt from author introduction)

    If a single mother earns $25,000 per year, can she receive a subsidy to help pay for child care? What if she decides to attend a training program? If she does qualify for a subsidy, how much will she have to pay out of pocket? The answers to these questions depend on a family’s exact circumstances, including the ages of the children, the number of people in the family, income, and where they live. Child care subsidies are provided through a federal block grant program called the Child Care and Development Fund (CCDF). CCDF provides funding to the States, Territories, and Tribes. They use the money to administer child care subsidy programs for low-income families. This brief provides a graphical overview of some of the CCDF policy differences across States/Territories. It includes information about eligibility requirements, family application and terms of authorization, family payments, and policies for providers. (Excerpt from author introduction)

  • Individual Author: Johnson, Anna D.; Finch, Jenna E.; Phillips, Deborah A.
    Reference Type: Journal Article
    Year: 2019

    Publicly funded center-based preschool programs were designed to enhance low-income children’s early cognitive and social-emotional skills in preparation for kindergarten. In the U.S., the federal Head Start program and state-funded public school–based pre-kindergarten (pre-k) programs are the two primary center-based settings in which low-income children experience publicly funded preschool. Although evidence suggests that these programs generally promote cognitive and social-emotional skills for low-income children overall, whether the benefits of program participation vary for low-income children with difficult temperaments is unexplored. Difficult temperament status is a source of vulnerability that connotes increased risk for poor early school outcomes—risks that may be ameliorated by public preschool programs known to promote kindergarten readiness among other vulnerable populations. Using a nationally representative sample of low-income children (N ≈ 3,000) drawn from the Early Childhood Longitudinal Study—Birth Cohort (ECLS-B), this study tests whether associations...

    Publicly funded center-based preschool programs were designed to enhance low-income children’s early cognitive and social-emotional skills in preparation for kindergarten. In the U.S., the federal Head Start program and state-funded public school–based pre-kindergarten (pre-k) programs are the two primary center-based settings in which low-income children experience publicly funded preschool. Although evidence suggests that these programs generally promote cognitive and social-emotional skills for low-income children overall, whether the benefits of program participation vary for low-income children with difficult temperaments is unexplored. Difficult temperament status is a source of vulnerability that connotes increased risk for poor early school outcomes—risks that may be ameliorated by public preschool programs known to promote kindergarten readiness among other vulnerable populations. Using a nationally representative sample of low-income children (N ≈ 3,000) drawn from the Early Childhood Longitudinal Study—Birth Cohort (ECLS-B), this study tests whether associations between public preschool participation and children’s cognitive and social-emotional skills in kindergarten are moderated by difficult temperament status. We focus on Head Start and public school–based pre-k, comparing both with parental care and with each other. Results provide weak evidence that public preschool’s benefits on children’s cognitive and social-emotional skills in kindergarten are moderated by child temperament. School-based pre-k is significantly associated with better reading skills relative to parental care only for children with difficult temperaments. Additionally, for children with difficult temperaments, Head Start is significantly associated with better approaches to learning relative to parental care, and with reduced externalizing behavior problems relative to school-based pre-k. (Author abstract)

  • Individual Author: Forry, N.; Madill, R.; Shuey, E.; Halle, T; Ugarte, G; Borton, J.
    Reference Type: Report
    Year: 2019

    These snapshots describe U.S. households’ costs for, and usage of, ECE in 2012, looking at differences by age of child, household income, and community urbanicity.

    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Child Age
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Household Income
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Community Urbanicity

    These snapshots use data from the National Survey of Early Care and Education (NSECE), a nationally representative study of U.S. households and early care and education providers conducted in 2012. (Author abstract)

     

    These snapshots describe U.S. households’ costs for, and usage of, ECE in 2012, looking at differences by age of child, household income, and community urbanicity.

    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Child Age
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Household Income
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Community Urbanicity

    These snapshots use data from the National Survey of Early Care and Education (NSECE), a nationally representative study of U.S. households and early care and education providers conducted in 2012. (Author abstract)

     

  • Individual Author: MDRC; Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation
    Reference Type: Report
    Year: 2018

    The Behavioral Interventions to Advance Self-Sufficiency project conducted randomized controlled trials of behavioral interventions at two child care agencies in Indiana and Oklahoma. This brief provides an overview of the interventions the BIAS team designed in partnership with these sites, which targeted two primary problems:

    1. Many parents who receive Child Care and Development Fund (CCDF) vouchers do not select a highly rated provider, even in states that have a standardized system for rating provider quality.
    2. Some parents who are required to periodically document their continued eligibility for CCDF subsidies do not complete this process on time, which can lead to gaps in service, loss of funds for providers, and increased administrative burden for agencies.

    One-page site summaries in this brief detail the problem or problems of interest at each agency, the behavioral intervention(s) implemented to address each of those problems, and the findings from the tests of the interventions. (Author abstract) 

    The Behavioral Interventions to Advance Self-Sufficiency project conducted randomized controlled trials of behavioral interventions at two child care agencies in Indiana and Oklahoma. This brief provides an overview of the interventions the BIAS team designed in partnership with these sites, which targeted two primary problems:

    1. Many parents who receive Child Care and Development Fund (CCDF) vouchers do not select a highly rated provider, even in states that have a standardized system for rating provider quality.
    2. Some parents who are required to periodically document their continued eligibility for CCDF subsidies do not complete this process on time, which can lead to gaps in service, loss of funds for providers, and increased administrative burden for agencies.

    One-page site summaries in this brief detail the problem or problems of interest at each agency, the behavioral intervention(s) implemented to address each of those problems, and the findings from the tests of the interventions. (Author abstract) 

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