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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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  • Individual Author: Hahn, Heather; Rohacek, Monica; Isaacs, Julia
    Reference Type: Report
    Year: 2018

    Child care subsidies are critical for the well-being of low-income families, including parents’ economic success and children’s development. To inform state efforts to simplify access to child care subsidies and improve service delivery, this report highlights steps taken and lessons learned by five states that participated in the Work Support Strategies initiative between 2012 and 2015. These states worked to improve child care subsidy access and retention, efficiency of service delivery, quality of client service, and alignment with other benefit programs. The report also discusses the implications of these findings for implementation of the reauthorized Child Care and Development Fund. (Author abstract)

    Child care subsidies are critical for the well-being of low-income families, including parents’ economic success and children’s development. To inform state efforts to simplify access to child care subsidies and improve service delivery, this report highlights steps taken and lessons learned by five states that participated in the Work Support Strategies initiative between 2012 and 2015. These states worked to improve child care subsidy access and retention, efficiency of service delivery, quality of client service, and alignment with other benefit programs. The report also discusses the implications of these findings for implementation of the reauthorized Child Care and Development Fund. (Author abstract)

  • Individual Author: Bernstein, Sara; Malone, Lizabeth; Klein, Ashley Kopack; Bush, Charles; Feeney, Kathleen; Reid, Maya; Lukashanets, Serge; Aikens, Nikki
    Reference Type: Report
    Year: 2018

    Introduction

    AI/AN FACES 2015 is the first national study of Region XI AI/AN Head Start children and their families, classrooms, and programs. This set of tables presents data on the demographic backgrounds and developmental outcomes of children enrolled in Region XI AI/AN Head Start programs during the 2015–16 Head Start year. The tables also detail aspects of their home environment and family life. Data on children’s classrooms, teachers, centers, and programs, including aspects of classroom quality and practice, teacher and director characteristics, and characteristics of the center and program environments, provide context for children’s experiences. We also provide information on the AI/AN FACES 2015 study methodology and collaborative design process, sample, and measures.

    The study design, implementation, and dissemination has been informed by extensive collaboration with a workgroup comprised of Region XI Head Start directors, early childhood researchers with experience working with tribal communities, Mathematica researchers, and federal...

    Introduction

    AI/AN FACES 2015 is the first national study of Region XI AI/AN Head Start children and their families, classrooms, and programs. This set of tables presents data on the demographic backgrounds and developmental outcomes of children enrolled in Region XI AI/AN Head Start programs during the 2015–16 Head Start year. The tables also detail aspects of their home environment and family life. Data on children’s classrooms, teachers, centers, and programs, including aspects of classroom quality and practice, teacher and director characteristics, and characteristics of the center and program environments, provide context for children’s experiences. We also provide information on the AI/AN FACES 2015 study methodology and collaborative design process, sample, and measures.

    The study design, implementation, and dissemination has been informed by extensive collaboration with a workgroup comprised of Region XI Head Start directors, early childhood researchers with experience working with tribal communities, Mathematica researchers, and federal government officials from the Office of Head Start and the Office of Planning, Research, and Evaluation. The AI/AN FACES 2015 child sample was selected to represent all children enrolled in Region XI Head Start in fall 2015, drawing on participants from 21 randomly selected Region XI programs from across the country. AI/AN FACES 2015 includes a battery of child assessments across many developmental domains; surveys of children’s parents, teachers, and program managers; and classroom observations.

    The study is conducted by Mathematica Policy Research and its partner—Educational Testing Service—under contract to the Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

    Purpose

    The purpose of this report is two-fold: (1) to provide information about the AI/AN FACES 2015 study, including the background, design, methodology, measures, and analytic methods, and (2) to report detailed descriptive statistics in a series of tables on children, their families, and their classrooms, centers, and programs. The data provide descriptive information from parent surveys, direct child assessments, teacher child reports, teacher surveys, classroom observations, and center and program director surveys.

    Key Findings and Highlights

    The data tables provide descriptive information on Region XI Head Start children, their families, classrooms, centers, and programs.

    For children’s characteristics, family demographics, and home environment, the tables show:

    • Demographic characteristics (e.g., age, race/ethnicity, home language environment, household composition)
    • Parent education, employment status, household income as a percentage of the federal poverty threshold, household financial strain, and food security
    • Parent’s tribal language use and parent cultural connections and identity
    • Community activities with the child in the past month
    • Home learning activities, joint book reading, and storytelling frequency
    • Child’s health care home use
    • Parent health behaviors and depressive symptoms
    • Parent neighborhood characteristics and neighborhood problems

    For children’s cognitive, social-emotional, and health and physical development, the tables show:

    • Reliability of assessments of child cognitive and social emotional measures
    • Language, literacy, and math skills of children
    • Children’s executive function, social skills, problem behaviors, and approaches to learning
    • Parent-reported child health status, and children’s height, weight, and body mass index

    For children’s classroom, center, and program cultural and language environment, the tables show:

    • Children’s classroom AI/AN composition and race/ethnicity of children’s classroom staff
    • Staff’s connection to community in children’s classrooms
    • Children’s classroom exposure to cultural items and practices
    • Culture and tribal language exposure, and cultural curricula and assessment tools in children’s classrooms and centers

    For children’s classroom, teacher, center, and program characteristics, the tables show:

    • The quality of Region XI Head Start children’s classrooms
    • Curricula and assessment tools used and frequency of reading, language, and math activities in children’s classrooms
    • Mentoring and training received by children’s teachers
    • Children’s lead teachers’ background characteristics, depressive symptoms, attitudes, and job satisfaction
    • Structural characteristics of children’s Region XI Head Start programs (such as enrollment, agency type, source of revenue) and centers (staffing and turnover)
    • Children’s center and program director background characteristics
    • Training and technical assistance efforts in children’s programs (including professional development offered to staff)

    The tables provide this information for all Region XI Head Start children. For some tables, information is also provided for only Region XI Head Start children who are American Indian or Alaska Native.

    Methods

    The AI/AN FACES 2015 sample provides information about Region XI Head Start children, their families, classrooms, centers, and programs. We selected a sample of Region XI Head Start programs from the 2012-2013 Head Start Program Information Report, selecting one to two centers per program and two to four classrooms per center. Within each classroom, all children were selected for the study. Twenty-one programs, 36 centers, 73 classrooms, and 1,049 children participated in the study.

    The statistics in these tables are estimates of key characteristics of the population of Region XI Head Start children and their families in fall 2015 and spring 2016 and of children’s classrooms, centers, and programs in spring 2016. The data used to report on fall 2015 characteristics are weighted to represent all children enrolled in Region XI programs in fall 2015. The data used to report on spring 2016 characteristics and on fall-spring change are weighted to represent all children enrolled in Region XI programs in fall 2015 and who were still enrolled in spring 2016. (Author introduction)

  • Individual Author: Kabak, Victoria; Baird, Peter; Farrell, Mary; Sutcliffe, Sophia
    Reference Type: Conference Paper
    Year: 2018

    Building on the first major effort to bring a behavioral science lens to programs serving poor families in the United States, the Behavioral Interventions to Advance Self-Sufficiency – Next Generation project is testing interventions to increase TANF recipients’ engagement in three sites: Los Angeles County, Monroe County (NY), and Washington State. Moderated by Victoria Kabak (Administration for Children and Families), this presentation will share the diagnostic design model and introduce the interventions. (Author introduction)

    Building on the first major effort to bring a behavioral science lens to programs serving poor families in the United States, the Behavioral Interventions to Advance Self-Sufficiency – Next Generation project is testing interventions to increase TANF recipients’ engagement in three sites: Los Angeles County, Monroe County (NY), and Washington State. Moderated by Victoria Kabak (Administration for Children and Families), this presentation will share the diagnostic design model and introduce the interventions. (Author introduction)

  • Individual Author: Meyer, Aleta; Abrahamson-Richards, Tess; Barofsky, Meryl; Sarche, Michelle
    Reference Type: Conference Paper
    Year: 2018

    These PowerPoints are from the 2018 Research and Evaluation Conference on Self-Sufficiency (RECS). A scientifically rigorous study increases the confidence with which conclusions can be drawn and alternative explanations ruled out. Recently there has been a focus on context as a necessary component of rigor often overlooked when internal validity is emphasized. Contextual rigor can be defined as consideration and respect for the local culture or context as foundational to evaluation design and implementation. Moderated by Aleta Meyer (Administration for Children and Families), this panel discussion highlighted three OPRE funded studies that are more scientifically rigorous because of their contextual rigor. Various methodologies were used across the presentations. (Author introduction)

    These PowerPoints are from the 2018 Research and Evaluation Conference on Self-Sufficiency (RECS). A scientifically rigorous study increases the confidence with which conclusions can be drawn and alternative explanations ruled out. Recently there has been a focus on context as a necessary component of rigor often overlooked when internal validity is emphasized. Contextual rigor can be defined as consideration and respect for the local culture or context as foundational to evaluation design and implementation. Moderated by Aleta Meyer (Administration for Children and Families), this panel discussion highlighted three OPRE funded studies that are more scientifically rigorous because of their contextual rigor. Various methodologies were used across the presentations. (Author introduction)

  • Individual Author: Bernstein, Sara; Malone, Lizabeth; AI/AN FACES 2015 Workgroup
    Reference Type: Report
    Year: 2018

    It is important for Head Start to have information about children’s and families’ strengths and needs over the course of the program year. We examine Region XI Head Start children’s growth in cognitive skills (in language, literacy, and mathematics), social-emotional skills, and executive function during the program year to learn about their progress toward being ready for school. We also consider children’s physical health at the end of the program year, as it can influence children’s readiness for school. This research brief describes the developmental progress of Region XI Head Start children as they complete a program year (from fall 2015 to spring 2016), using recent data from the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2015). (Author introduction)

    It is important for Head Start to have information about children’s and families’ strengths and needs over the course of the program year. We examine Region XI Head Start children’s growth in cognitive skills (in language, literacy, and mathematics), social-emotional skills, and executive function during the program year to learn about their progress toward being ready for school. We also consider children’s physical health at the end of the program year, as it can influence children’s readiness for school. This research brief describes the developmental progress of Region XI Head Start children as they complete a program year (from fall 2015 to spring 2016), using recent data from the American Indian and Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES 2015). (Author introduction)

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