Skip to main content
Back to Top

SSRC Library

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.

Writing a paper? Working on a literature review? Citing research in a funding proposal? Use the SSRC Citation Assistance Tool to compile citations.

  • Conduct a search and filter parameters as desired.
  • "Check" the box next to the resources for which you would like a citation.
  • Select "Download Selected Citation" at the top of the Library Search Page.
  • Select your export style:
    • Text File.
    • RIS Format.
    • APA format.
  • Select submit and download your citations.

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: Shattuck, Rachel M.
    Reference Type: Conference Paper
    Year: 2017

    This PowerPoint presentation from the 2017 NAWRS workshop discusses the likelihood of low-income children who received federal Child Care and Development Fund (CCDF) - subsidized care in early childhood - being held back in school, from kindergarten onward. Additionally, this presentation explores whether this association is particularly pronounced for low-income Black and Hispanic children relative to low-income children from other race/ethnic groups.

    This PowerPoint presentation from the 2017 NAWRS workshop discusses the likelihood of low-income children who received federal Child Care and Development Fund (CCDF) - subsidized care in early childhood - being held back in school, from kindergarten onward. Additionally, this presentation explores whether this association is particularly pronounced for low-income Black and Hispanic children relative to low-income children from other race/ethnic groups.

  • Individual Author: Boxmeyer, Caroline; Gilpin, Ansley; DeCaro, Jason; Lochman, John; Qu, Lixin; Mitchell, Qshequilla; Snead, Stacey
    Reference Type: Conference Paper
    Year: 2015

    This paper examines whether Power PATH, an integrated classroom and parent social-emotional curriculum, can be successfully implemented in Head Start settings, and whether it leads to significant improvements in child school-readiness and family well-being. Power PATH combines the Promoting Alternative Thinking Strategies (Preschool PATHS) social-emotional classroom curriculum for children (Domitrovich, Greenberg, Cortes, & Kusche, 1999) with the Coping Power parent program (Wells, Lochman & Lenhart, 2008). The curricula each have an existing evidence-base for improving social-emotional functioning in children (Bierman et al., 2008; 2012; Domitrovich & Greenberg, 2007; Morris et al., 2014) and parents (e.g., Lochman & Wells, 2003, 2004; Lochman et al., 2006), respectively. The coordinated parent-child curriculum is designed to: create positive, consistent home and classroom environments; improve child and parent emotional self-regulation and interpersonal skills; and increase natural social supports. While Power PATH does not directly target parent employment or...

    This paper examines whether Power PATH, an integrated classroom and parent social-emotional curriculum, can be successfully implemented in Head Start settings, and whether it leads to significant improvements in child school-readiness and family well-being. Power PATH combines the Promoting Alternative Thinking Strategies (Preschool PATHS) social-emotional classroom curriculum for children (Domitrovich, Greenberg, Cortes, & Kusche, 1999) with the Coping Power parent program (Wells, Lochman & Lenhart, 2008). The curricula each have an existing evidence-base for improving social-emotional functioning in children (Bierman et al., 2008; 2012; Domitrovich & Greenberg, 2007; Morris et al., 2014) and parents (e.g., Lochman & Wells, 2003, 2004; Lochman et al., 2006), respectively. The coordinated parent-child curriculum is designed to: create positive, consistent home and classroom environments; improve child and parent emotional self-regulation and interpersonal skills; and increase natural social supports. While Power PATH does not directly target parent employment or financial income, it is designed to enhance their social-emotional skills and resources, which are foundational to educational and financial attainment. The large, experimental study is being conducted in collaboration with a community action program that administers Head Start preschools in seven counties in Alabama. The study sample is predominantly Black/African American (75%) and from rural to semi-rural areas. Twenty-six classrooms across nine Head Start centers were randomly assigned (by center) to receive Power PATH or Head Start-as-usual. Initial pilot testing yielded evidence of strong, positive impacts. This paper will present findings from the first intervention cohort (n=117) in the following domains: implementation of Power PATH in Head Start preschools; program effects on children (cognitive and executive function skills, emotional and behavioral self-regulation, stress physiology) and parents/families (parental stress and mental health, emotional self-regulation, executive function, social support, educational and employment status, and financial well-being); and participant perceptions of Power PATH, including its sustainability in Head Start settings. Experimental impact findings will provide compelling evidence of whether Power PATH can serve as a valuable resource for improving low-income parent and child social-emotional functioning in an integrated way. (author abstract)

  • Individual Author: Snyder, Kathleen; Bernstein, Sara; Adams, Gina
    Reference Type: Report
    Year: 2008

    Many families receiving publicly-funded child care vouchers choose legally unregulated family friend and neighbors (FFN) to care for their children while they work. This paper focuses on the experiences of these providers with the voucher system in selected communities. This paper discusses findings from interviews with subsidy agency staff and administrators in five sites, and focus groups with unregulated providers in three of these sites, in 2004. It examines the voucher subsidy policies developed for unregulated FFN caregivers, the perspectives of both agency staff and of providers with these policies, and the experiences of both staff and providers in working together. The paper is one of several being produced as part of the Urban Institute's Child Care Providers and the Child Care Voucher System project. (author abstract)

    Many families receiving publicly-funded child care vouchers choose legally unregulated family friend and neighbors (FFN) to care for their children while they work. This paper focuses on the experiences of these providers with the voucher system in selected communities. This paper discusses findings from interviews with subsidy agency staff and administrators in five sites, and focus groups with unregulated providers in three of these sites, in 2004. It examines the voucher subsidy policies developed for unregulated FFN caregivers, the perspectives of both agency staff and of providers with these policies, and the experiences of both staff and providers in working together. The paper is one of several being produced as part of the Urban Institute's Child Care Providers and the Child Care Voucher System project. (author abstract)

  • Individual Author: Adams, Gina; Rohacek, Monica; Snyder, Kathleen
    Reference Type: Report
    Year: 2008

    Subsidies in the form of child care vouchers that help parents pay for child care in the setting of their choice are an important support for low-income families. Providers willing to accept children with vouchers, and to provide high quality services, are a linchpin of the child care voucher system. Yet we know relatively little about the experiences of child care providers with the voucher system, and the policies and practices that most affect them. This comprehensive report looks at the experiences of child care centers and licensed family child care homes with the voucher subsidy system in five counties around the country in 2003–04. Using a blend of quantitative data from a telephone survey of a representative sample of providers and qualitative data from site visits, this report examines the experiences of providers in serving children who receive vouchers and in working with voucher agencies; identifies the key features of the child care voucher program, policies, and implementation that most affect providers; and highlights specific policy strategies that can help the...

    Subsidies in the form of child care vouchers that help parents pay for child care in the setting of their choice are an important support for low-income families. Providers willing to accept children with vouchers, and to provide high quality services, are a linchpin of the child care voucher system. Yet we know relatively little about the experiences of child care providers with the voucher system, and the policies and practices that most affect them. This comprehensive report looks at the experiences of child care centers and licensed family child care homes with the voucher subsidy system in five counties around the country in 2003–04. Using a blend of quantitative data from a telephone survey of a representative sample of providers and qualitative data from site visits, this report examines the experiences of providers in serving children who receive vouchers and in working with voucher agencies; identifies the key features of the child care voucher program, policies, and implementation that most affect providers; and highlights specific policy strategies that can help the voucher system better meet the needs of providers. The paper is one of several being produced as part of the Urban Institute's Child Care Providers and the Child Care Voucher System project. (author abstract)

  • Individual Author: Holcomb, Pamela A.; Adams, Gina; Snyder, Kathleen; Koralek, Robin; Martinson, Karin; Bernstein, Sara; Capizzano, Jeffrey
    Reference Type: Report
    Year: 2006

    Despite the critical role child care subsidies play in welfare-to-work efforts, little research has examined how sites have approached putting these services together for families. The Urban Institute engaged in a multiyear study to help fill the information gap about the complex interactions of these two systems on behalf of welfare families (box 2). This study occurred in three phases.

    The first phase, conducted in 2001, examined these issues from the perspective of welfare-to-work and child care administrators and staff in 11 local sites, and documented how these systems were set up and connected, the factors that aided or impeded coordination between the systems, and the processes TANF clients needed to complete as they moved through the welfare-to-work and child care subsidy systems while on welfare. (The findings from this phase are reported in Gina Adams, Pamela Holcomb, Kathleen Snyder, Robin Koralek, and Jeffrey Capizzano, Child Care Subsidies for TANF Families: The Nexus of Systems and Policies [Washington, DC: The Urban Institute, 2006].)...

    Despite the critical role child care subsidies play in welfare-to-work efforts, little research has examined how sites have approached putting these services together for families. The Urban Institute engaged in a multiyear study to help fill the information gap about the complex interactions of these two systems on behalf of welfare families (box 2). This study occurred in three phases.

    The first phase, conducted in 2001, examined these issues from the perspective of welfare-to-work and child care administrators and staff in 11 local sites, and documented how these systems were set up and connected, the factors that aided or impeded coordination between the systems, and the processes TANF clients needed to complete as they moved through the welfare-to-work and child care subsidy systems while on welfare. (The findings from this phase are reported in Gina Adams, Pamela Holcomb, Kathleen Snyder, Robin Koralek, and Jeffrey Capizzano, Child Care Subsidies for TANF Families: The Nexus of Systems and Policies [Washington, DC: The Urban Institute, 2006].)

    The second phase of the study examined a range of issues around subsidy use among parents who leave TANF. It included data from these 11 sites, as well as an examination of research on welfare leavers and subsidy patterns, a review of state policies regarding child care subsidies for welfare leavers for a range of states, and interviews with national experts to discuss the retention of child care subsidies as parents transition off cash assistance. (The findings from this phase are reported in Gina Adams, Robin Koralek, and Karin Martinson, Child Care Subsidies and Leaving Welfare: Policy Issues and Strategies [Washington, DC: The Urban Institute, 2006].)

    The third phase used focus groups in four of the 11 sites to explore the connections between the welfare-to-work and child care systems from the perspective of parents. These focus groups were made up of parents currently receiving TANF and child care subsidies, as well as parents who had left TANF within the previous year and were still receiving child care subsidies. (The findings from this phase are reported in Kathleen Snyder, Sara Bernstein, and Robin Koralek, Parents' Perspectives on Child Care Subsidies and Moving from Welfare to Work [Washington, DC: The Urban Institute, 2006].)

    This document highlights overarching issues and themes that emerged from all three phases of this study, including those facing administrators and agencies working to provide these services to parents, and the implications of these issues for TANF clients and their children. (author abstract)

Sort by

Topical Area(s)

Popular Searches

Source

Year

Year ranges from 2001 to 2017

Reference Type

Research Methodology

Geographic Focus

Target Populations