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: 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) 

  • Individual Author: Bitler, Marianne; Hoynes, Hilary; Domina, Thurston
    Reference Type: Report
    Year: 2018

    Preschool interventions are arguably one of the most important elements of support for poor families. Head Start, a federal program for children in low-income families administered through the Department of Health and Human Services, is a case in point. While research shows a range of benefits lasting beyond preschool for participants, evidence of the “fade-out” of cognitive gains of the preschool years and the differential impact of the program on children with different skill levels in the preschool population has prompted debate over its efficacy. Our recent work is the first comprehensive analysis of how modern Head Start impacts vary across the skill distribution in the preschool and early elementary period. We find evidence of a large and positive short-term effect of Head Start, and that cognitive gains are largest at the bottom of the achievement spectrum, particularly among Hispanic children. The results of our study and others showing a positive effect in other areas add to the evidence of the success of Head Start in improving the wellbeing of poor children. (Author...

    Preschool interventions are arguably one of the most important elements of support for poor families. Head Start, a federal program for children in low-income families administered through the Department of Health and Human Services, is a case in point. While research shows a range of benefits lasting beyond preschool for participants, evidence of the “fade-out” of cognitive gains of the preschool years and the differential impact of the program on children with different skill levels in the preschool population has prompted debate over its efficacy. Our recent work is the first comprehensive analysis of how modern Head Start impacts vary across the skill distribution in the preschool and early elementary period. We find evidence of a large and positive short-term effect of Head Start, and that cognitive gains are largest at the bottom of the achievement spectrum, particularly among Hispanic children. The results of our study and others showing a positive effect in other areas add to the evidence of the success of Head Start in improving the wellbeing of poor children. (Author introduction)

  • Individual Author: Tran, Victoria; Minton, Sarah; Haldar, Sweta; Giannarelli, Linda
    Reference Type: Report
    Year: 2018

    If a child’s parents both work full-time and together earn $25,000 per year, can the family receive a subsidy to help pay for child care? What if one of the parents is a full-time student and not working? If the family does qualify for a subsidy, how much will they still 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; 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 graphic overview of some of the CCDF policy differences across States/Territories. It includes information about eligibility requirements; family application, terms of authorization, and redetermination; family payments; and policies for providers. (Author introduction)

    If a child’s parents both work full-time and together earn $25,000 per year, can the family receive a subsidy to help pay for child care? What if one of the parents is a full-time student and not working? If the family does qualify for a subsidy, how much will they still 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; 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 graphic overview of some of the CCDF policy differences across States/Territories. It includes information about eligibility requirements; family application, terms of authorization, and redetermination; family payments; and policies for providers. (Author introduction)

  • Individual Author: Madill, Rebecca; Bui Lin, Van-Kim; Friese, Sarah; Paschall, Katherine
    Reference Type: Report
    Year: 2018

    As of 2015, about one in five children in the United States lived at or below the federal poverty level. Many children living in poverty face multiple risk factors that are negatively associated with school readiness and later achievement. High-quality early care and education (ECE) can help close the gap between disadvantaged children and their more advantaged peers by improving school readiness, reducing risk for grade repetition and special education placement, and increasing high school graduation rates. Importantly, the quality of care matters: ECE settings that offer well-organized, developmentally appropriate learning opportunities allow children to make the greatest gains. The present study asked how low-income children’s access to ECE might differ from that of their higher-income peers, and how child care subsidy policies might be helping to close the gap. (Author introduction)

    As of 2015, about one in five children in the United States lived at or below the federal poverty level. Many children living in poverty face multiple risk factors that are negatively associated with school readiness and later achievement. High-quality early care and education (ECE) can help close the gap between disadvantaged children and their more advantaged peers by improving school readiness, reducing risk for grade repetition and special education placement, and increasing high school graduation rates. Importantly, the quality of care matters: ECE settings that offer well-organized, developmentally appropriate learning opportunities allow children to make the greatest gains. The present study asked how low-income children’s access to ECE might differ from that of their higher-income peers, and how child care subsidy policies might be helping to close the gap. (Author introduction)

  • 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)

Sort by

Topical Area(s)

Popular Searches

Source

Year

Year ranges from 1988 to 2018

Reference Type

Research Methodology

Geographic Focus

Target Populations