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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: Sommer, Teresa Eckrich; Sabol, Terri; Smith, Tara; Dow, Steven; Barczak, Monica; Chase-Lansdale, P. Lindsay; Brooks-Gunn, Jeanne; Yoshikawa, Hirokazu; King, Christopher T.
    Reference Type: Book Chapter/Book, Report
    Year: 2015

    Two-generation programs - which provide workforce development, skills training, and social capital development to parents while their children attend quality early childhood education programs - are a promising anti-poverty strategy and are gaining interest across the country. Early childhood education programs, like Head Start and Early Head Start, are central resources for improving the life opportunities of low-income children. Yet, few early learning centers explicitly target parents for postsecondary education and career training, despite the fact that increased parental education and family income are associated with better outcomes for children. The Community Action Project of Tulsa County, Oklahoma (CAP Tulsa) is at the forefront of innovation, implementation, and evaluation of two-generation programming. CAP Tulsa is a large, comprehensive antipoverty agency that focuses on early childhood education and economic security for families; it also serves as the Head Start and Early Head Start grantee for Tulsa County. It is one of the only fully operational, two-generation...

    Two-generation programs - which provide workforce development, skills training, and social capital development to parents while their children attend quality early childhood education programs - are a promising anti-poverty strategy and are gaining interest across the country. Early childhood education programs, like Head Start and Early Head Start, are central resources for improving the life opportunities of low-income children. Yet, few early learning centers explicitly target parents for postsecondary education and career training, despite the fact that increased parental education and family income are associated with better outcomes for children. The Community Action Project of Tulsa County, Oklahoma (CAP Tulsa) is at the forefront of innovation, implementation, and evaluation of two-generation programming. CAP Tulsa is a large, comprehensive antipoverty agency that focuses on early childhood education and economic security for families; it also serves as the Head Start and Early Head Start grantee for Tulsa County. It is one of the only fully operational, two-generation human capital programs that combine early childhood education services with stackable career training for parents. In 2010, CAP Tulsa was the recipient of a large federal award from the Administration for Children and Families (ACF) to bring its novel two-generation program to scale. (Excerpt from author introduction)

  • Individual Author: Yeung, W. Jean; Glauber, Rebecca
    Reference Type: Book Chapter/Book
    Year: 2008

    Despite evidence of a small decline in child poverty during the second half of the 1990s, recent reports from the United States Census Bureau have shown that the number of children living in poverty increased by nearly one-half million in one year. In 2002, 16.7% of children lived in households where total household income was below the official federal poverty line. Children under age six and living in female-headed households are particularly vulnerable to poverty. In 2002, 48.6% of these children lived in households where total household income was below the official federal poverty line. This is five times the rate of poverty for children under age six living in households with two married parents (U.S. Bureau of the Census, 2003). Another recent trend that has significant policy implications is the steady increase in the percentage of poor children who live with working parents (Child Trends Databank, 2003). Twenty-seven million American children live in families in which their parents make less than twice the official federal poverty line, and more than 85% of these...

    Despite evidence of a small decline in child poverty during the second half of the 1990s, recent reports from the United States Census Bureau have shown that the number of children living in poverty increased by nearly one-half million in one year. In 2002, 16.7% of children lived in households where total household income was below the official federal poverty line. Children under age six and living in female-headed households are particularly vulnerable to poverty. In 2002, 48.6% of these children lived in households where total household income was below the official federal poverty line. This is five times the rate of poverty for children under age six living in households with two married parents (U.S. Bureau of the Census, 2003). Another recent trend that has significant policy implications is the steady increase in the percentage of poor children who live with working parents (Child Trends Databank, 2003). Twenty-seven million American children live in families in which their parents make less than twice the official federal poverty line, and more than 85% of these children have at least one working parent (National Center for Children in Poverty, 2004).

    One potentially important aspect of children’s well-being that has received little attention in poverty research is children’s time use. Research has shown that children’s productive use of time in activities such as reading, studying, extracurricular activities, and volunteer work tends to contribute to successful development (Eccles & Barbers, 1998; Leone & Richards, 1989; Timmer, Eccles, & O’Brien, 1985). Further, the time that children spend with parents, siblings, peers, and relatives is indicative of the quality of the social support network surrounding children, and it relates importantly to children’s achievement. Time use studies, when used to complement traditional statistical information such as demographics, parents’ earnings and employment, can provide an otherwise unavailable glimpse of children’s organization of life and social connections across multiple contexts (Folbre, 1997).

    Our study uses both time diary data and non-diary data to address two research questions: (1) Do children in low-income families spend less time with parents or in activities that are conducive to learning or in activities that are associated with behavior problems? (2) Do low-income working mothers have a lower level of involvement with children than nonworking low-income mothers? (author abstract)

    An unpublished working paper for this chapter is available from the National Poverty Center at the University of Michigan.

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