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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: 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: 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)

  • Individual Author: Schulman, Karen ; Matthews, Hannah ; Blank, Helen ; Ewen, Danielle
    Reference Type: Report
    Year: 2012

    Quality Rating and Improvement Systems (QRIS) — a strategy to improve families’ access to high-quality child care — assess the quality of child care programs, offer incentives and assistance to programs to improve their ratings, and give information to parents about the quality of child care. These systems are operating in a growing number of states — 22 states had statewide QRIS and four additional states had QRIS in one or more of their communities as of 2010.

    The development and implementation of QRIS is also a central component of the Race to the Top-Early Learn­ing Challenge — a federally funded competitive grant program that encourages states to strengthen their early learning systems — which will likely spur addi­tional states to establish new or expand existing QRIS. Under QRIS, child care programs receive progressively higher ratings as they meet progressively higher quality standards. States vary significantly in their approaches to QRIS, including in the number of quality levels they have, the standards they set for achieving higher quality ratings, and the...

    Quality Rating and Improvement Systems (QRIS) — a strategy to improve families’ access to high-quality child care — assess the quality of child care programs, offer incentives and assistance to programs to improve their ratings, and give information to parents about the quality of child care. These systems are operating in a growing number of states — 22 states had statewide QRIS and four additional states had QRIS in one or more of their communities as of 2010.

    The development and implementation of QRIS is also a central component of the Race to the Top-Early Learn­ing Challenge — a federally funded competitive grant program that encourages states to strengthen their early learning systems — which will likely spur addi­tional states to establish new or expand existing QRIS. Under QRIS, child care programs receive progressively higher ratings as they meet progressively higher quality standards. States vary significantly in their approaches to QRIS, including in the number of quality levels they have, the standards they set for achieving higher quality ratings, and the extent to which they provide financial and other supports to help programs improve. In most states, child care programs participate on a voluntary basis, although a few states require all regulated programs to participate. Despite these variations in their QRIS, states share a common objective of encouraging better child care options so that more families have access to high-quality child care that will support their children’s learning and development.

    Given that QRIS are used in a growing number of states and communities, it is helpful to examine the range of approaches these states and communities are taking in designing and implementing QRIS. It is also important to examine the opportunities and barriers for QRIS in achieving the goals of improving the quality of child care and increasing access to high-quality child care for families, particularly for the most vulnerable families. QRIS can be a tool for improving the quality of care accessed by low-income families who cannot afford high-quality care on their own. To gain more insight into different strategies for shaping and implementing QRIS, the Center for Law and Social Policy (CLASP) and the National Women’s Law Center (NWLC) interviewed 48 child care center directors from nine states about their experiences with QRIS. The directors offered valuable perspectives on what is working in their QRIS and how the systems could be improved. (author abstract)

  • Individual Author: Ziol-Guest, Kathleen M.; McKenna, Claire C.
    Reference Type: Journal Article
    Year: 2013

    This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at age 5. The moderating role of poverty is further tested in this relation. The findings show that moving three or more times in a child's first 5 years is significantly associated with increases in attention problems, and internalizing and externalizing behavior, but only among poor children. (author abstract)

    This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at age 5. The moderating role of poverty is further tested in this relation. The findings show that moving three or more times in a child's first 5 years is significantly associated with increases in attention problems, and internalizing and externalizing behavior, but only among poor children. (author abstract)

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