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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: Aikens, Nikki; Klein, Ashley Kopak; Tarullo, Louisa; West, Jerry
    Reference Type: Report
    Year: 2013

    This report describes the family backgrounds and developmental outcomes of children as they completed the program and also describes progress in children’s outcomes between Head Start entry and exit. It focuses on the population of children who entered Head Start for the first time in fall 2009 and completed one or two years of the program in spring 2010 or spring 2011 before entering kindergarten. This report on children’s kindergarten readiness is the third in a series of reports describing data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Previous FACES 2009 reports described the characteristics of children and their families and programs as they entered Head Start in fall 2009 and at the end of one year in the program. (Author abstract)

    This report describes the family backgrounds and developmental outcomes of children as they completed the program and also describes progress in children’s outcomes between Head Start entry and exit. It focuses on the population of children who entered Head Start for the first time in fall 2009 and completed one or two years of the program in spring 2010 or spring 2011 before entering kindergarten. This report on children’s kindergarten readiness is the third in a series of reports describing data from the 2009 cohort of the Head Start Family and Child Experiences Survey (FACES 2009). Previous FACES 2009 reports described the characteristics of children and their families and programs as they entered Head Start in fall 2009 and at the end of one year in the program. (Author abstract)

  • Individual Author: National Women's Law Center
    Reference Type: Stakeholder Resource
    Year: 2012

    As most states gradually begin to recover economically after several years in which their budgets were under tremendous strain, a number of the states are taking this opportunity to make or consider new investments in early care and education. These states recognize that early care and education will advance their short- and longterm economic prosperity by enabling parents to work and giving children the strong start they need to succeed in school and ultimately contribute to the workforce. Unfortunately, a few states have looked to cut child care and early education. Cutting these services reduces families’ access to the stable, high-quality child care that encourages children’s learning and development. Additionally, these cuts prevent child care programs from filling their classrooms, forcing them to lay off staff or close their doors entirely. (Author abstract)

    As most states gradually begin to recover economically after several years in which their budgets were under tremendous strain, a number of the states are taking this opportunity to make or consider new investments in early care and education. These states recognize that early care and education will advance their short- and longterm economic prosperity by enabling parents to work and giving children the strong start they need to succeed in school and ultimately contribute to the workforce. Unfortunately, a few states have looked to cut child care and early education. Cutting these services reduces families’ access to the stable, high-quality child care that encourages children’s learning and development. Additionally, these cuts prevent child care programs from filling their classrooms, forcing them to lay off staff or close their doors entirely. (Author abstract)

  • Individual Author: Wauchope, Barbara; Jaffee, Elenor; Lyons, Kristen; Lutz, Aimee Delaney
    Reference Type: Report
    Year: 2013

    The information in this New Hampshire Kids Count Cities Data Book is primarily a story about children living in these large communities. However; to ensure we describe children from across the state, we include several smaller, more rural towns as well.

    The NH Kids Count Cities Data Book expands on the 2010/2011 New Hampshire Kids Count Data Book which reported state and county level data. This book focuses on fourteen cities and towns in our state reporting on 24 indicators of child well-being. Together these two New Hampshire publications provide a nuanced perspective of Granite State children and young adults, portraying areas of accomplishment as well as areas of need among the children and families of our state. (Author abstract)

    The information in this New Hampshire Kids Count Cities Data Book is primarily a story about children living in these large communities. However; to ensure we describe children from across the state, we include several smaller, more rural towns as well.

    The NH Kids Count Cities Data Book expands on the 2010/2011 New Hampshire Kids Count Data Book which reported state and county level data. This book focuses on fourteen cities and towns in our state reporting on 24 indicators of child well-being. Together these two New Hampshire publications provide a nuanced perspective of Granite State children and young adults, portraying areas of accomplishment as well as areas of need among the children and families of our state. (Author abstract)

  • Individual Author: Johnson, Anna D.; Martin, Anne; Brooks-Gunn, Jeanne
    Reference Type: Journal Article
    Year: 2013

    The federal child-care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study–Birth Cohort, this study examines associations, among subsidy-eligible families, between child-care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n=1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. (author abstract)

    The federal child-care subsidy program represents one of the government’s largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study–Birth Cohort, this study examines associations, among subsidy-eligible families, between child-care subsidy receipt when children are 4 years old and a range of school readiness outcomes in kindergarten (sample n=1,400). Findings suggest that subsidy receipt in preschool is not directly linked to subsequent reading or social-emotional skills. However, subsidy receipt predicted lower math scores among children attending community-based centers. Supplementary analyses revealed that subsidies predicted greater use of center care, but this association did not appear to affect school readiness. (author abstract)

  • Individual Author: Center for Law and Social Policy (CLASP)
    Reference Type: Stakeholder Resource
    Year: 2012

    This tool is intended for state advocates and policymakers to use as they work to develop a state early childhood agenda. It includes a series of key questions to understand the context and conditions of young children, birth to six, in the state. Where possible, we also include infant/toddler specific questions. Questions include data on demographics and program participation (such as health and nutrition programs), as well as the details of child care and early education settings in the state. Where possible, links to online data sources are provided, including both original sources and organizations that have analyzed multiple datasets. By following these links, groups can find data specific to their state to populate the tool. Where the data allows, breakouts for infant/toddler-specific data are included. National data figures provide context for state comparisons.

    Once compiled, these data could be analyzed to identify any trends, areas of need for policy change, and opportunities to support the case for increased investment. Groups using this tool will want to take...

    This tool is intended for state advocates and policymakers to use as they work to develop a state early childhood agenda. It includes a series of key questions to understand the context and conditions of young children, birth to six, in the state. Where possible, we also include infant/toddler specific questions. Questions include data on demographics and program participation (such as health and nutrition programs), as well as the details of child care and early education settings in the state. Where possible, links to online data sources are provided, including both original sources and organizations that have analyzed multiple datasets. By following these links, groups can find data specific to their state to populate the tool. Where the data allows, breakouts for infant/toddler-specific data are included. National data figures provide context for state comparisons.

    Once compiled, these data could be analyzed to identify any trends, areas of need for policy change, and opportunities to support the case for increased investment. Groups using this tool will want to take these data into consideration along with their strategic understanding of the political opportunities within the state. This tool is one of a set of materials available through CLASP to help states identify the needs of families with young children in their state and identify policy solutions to meet those needs. (author abstract)

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