2011 The Palm Beach County Family Study (Full Report)

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positive parenting items and 5 negative items; the total score could range from 0 to 3. 60 The (weighted)mean overall parenting score for the year 5 sample was 1.9, with a standard deviation of 0.4.We conducted logistic regression analyses of the likelihood of having a parenting score in the upper 25 thpercentile. As shown in Table 59, similar to the year 4 analysis, we did not find a significant relationshipTable 59. Logistic Regression of Mothers’ Parenting Scores at Year 5 aPredictor VariableModel 1 b Model 2Odds Ratio Sig. Odds Ratio Sig.Average number of services used, years 2–5 0.8 NS — —Received help obtaining parenting informationservices, years 2–5— — 0.6 NSBaseline CharacteristicsRace/nativityBlack—U.S.-born 6.5 *** 5.2 **Black—foreign-born 3.3 * 2.6 ^Hispanic—U.S.-born 1.8 NS 1.7 NSHispanic—foreign-born (excluded category) — — — —White/other 2.6 NS 2.1 NSEducationLess than high school diploma 1.9 NS 2.1 NSHigh school graduate 1.5 NS 1.9 NSPost–high school education (excluded category) — — — —Teen mother (at birth of focal child) 0.5 NS 0.5 NSGlades 2.6 ** 2.8 **Number of children 0.7 * 0.7 **Lives with husband/partner 0.6 NS 0.6 NSMother employed 0.6 NS 0.8 NSIncome at or below poverty 0.5 * 0.4 *Child with special needs 1.0 NS 0.9 NSNumber of housing problems 1.2 * 1.2 *Depression: CES-D score > 16 0.6 NS 0.6 ^Overall parenting score 26.0 ** 44.0 **Family/friend support score 1.0 NS 1.0 NSDCF involvement in child’s first year 1.5 NS 1.3 NSχ 2 58.6*** 62.7***a Data were not weighted in this analysis.b We report results from two different models. In the first, we used average service use during years 2 through 5 as the primaryindependent variable; in the second, we used receipt of help with parenting information services during years 2 through 5.∧ p ≤ .10, * p < .05, ** p < .01, *** p < .001.60 See Table 22for a list of the positive parenting items in the year 5 survey. See Table 26 for a list of the negative parentingitems in the year 5 survey.Chapin Hall at the University of Chicago 111
etween mothers’ parenting scores and their average use of services or receipt of help with parentinginformation in years 2 through 5. Also similar to year 4, we found that black mothers, both foreign- andU.S.-born, were significantly more likely than foreign-born Hispanic mothers to have high parentingscores. Other variables significantly related to parenting scores included residence in the Glades, numberof children, poverty status, number of negative housing conditions, and the mother’s depression score inyear 1. Residence in the Glades and number of housing conditions increased the odds of having a highparenting score, while having an income-to-needs ratio below the poverty level and more childrendecreased the odds. 61Children’s DevelopmentAs discussed above, we asked mothers in the fifth-year interview whether their children had demonstrateda variety of behaviors typical of 4- and 5-year-olds in the areas of language and communication skills,social-emotional competencies, and emergent literacy/pre-academic skills. In this section, we focusspecifically on whether the child is speaking in long, complicated sentences, as well as the child’scommunication skills, 62 social-emotional skills, 63 use of books, 64 emergent literacy/pre-academic skills, 65and drawing/writing skills. 66 Similar to the analyses of maternal outcomes, we conducted logisticregression analyses for each developmental area, employing the average number of services used in years2 through 5 and receipt of help with parenting information at any time during years 2 through 5 as theprimary independent variables. In general, we measured the other explanatory variables at baseline. Theexceptions were child’s age and childcare arrangement (i.e., parent or relative, QIS Head Start orprekindergarten program, non-QIS Head Start or prekindergarten program, family childcare, or61 The result for number of negative housing conditions is counterintuitive and may be a consequence of the fact that povertystatus and number of negative housing conditions are highly correlated.62 Assessment of these skills was based on asking mothers how often the child is a good listener, speaks clearly so strangersunderstand, refers to him- or herself as “I,” uses appropriate social greetings, waits his or her turn to talk, and can say his or herfirst and last name.63 Assessment of these skills was based on questioning how often the child pays attention well, adjusts easily to new situations,or gets upset easily. For a full list of the items, see Table 17 in chapter 3.64 The child’s “score” in this area was based on the extent to which she or he looks at picture books on his or her own, points topictures while looking at books, pretends to read the words in books, reads the words in books, and can tell what is in a givenpicture when looking at a book.65 The child’s “score” in this area was based on the extent to which she or he recognizes and can say the names of colors andletters of the alphabet, as well as how high she or he can count.66 The child’s drawing/writing skills were determined through questions ascertaining whether the child scribbles or draws onpaper; draws pictures of people or objects; can say in words what she or he has drawn; tries to draw shapes, numbers, or letters;or is able to draw recognizable shapes or letters.Chapin Hall at the University of Chicago 112
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FifthMarciaGouvêa2011
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AcknowledgmentsThis fifth report of
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Chapin Hall at the University of Ch
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List of TablesTable 1. Components o
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Table 58. Logistic Regression of Mo
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Table C- 24. Mothers’ Baseline an
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• In addition, we observed a pote
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kind of out-of-home educational exp
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IntroductionOver the last three dec
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eadiness and school success and in
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The study’s comprehensive, longit
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Table 2. Characteristics of Mothers
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The Year 5 Study SampleTable 4 show
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Household Structure, Employment, an
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Although mothers continued to repor
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Table 6. Family Income and Economic
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Specifically, mothers living outsid
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at the birth of the focal child tha
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Table 10. Reasons for Transportatio
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Health, Healthcare, and ChildDevelo
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two years of the study. In year 1 1
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Subsequent Pregnancies and Prenatal
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Children’s HealthcareMost (80%) o
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private plans or HMOs increased sig
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outside the TGAs to report that all
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Children’s Behavior and Developme
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cultural norms regarding what sorts
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Table 21. Emerging Pre-academic Ski
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the year 5 interview, over three-qu
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various activities, mothers reporte
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Negative Parenting PracticesThere i
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Table 28. Fathers’ Negative Paren
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Table 30. Parent Involvement Activi
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Table 32. Mothers’ Positive Paren
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Table 34. Mothers’ Parent Involve
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The most frequent parent involvemen
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Figure 3. Primary Childcare Arrange
Page 80 and 81: for 6 months, but when the subsidy
Page 82 and 83: ecause it is of particular interest
Page 84 and 85: types of care between mothers whose
Page 86 and 87: Table 40. Characteristics of Mother
Page 88 and 89: Table 41). Of the 204 children, 91
Page 90 and 91: commented on their children’s nee
Page 92 and 93: nonparental childcare arrangement f
Page 94 and 95: Informal and Community SupportAn un
Page 96 and 97: Table 46. Frequency of Husband/Part
Page 98 and 99: We also asked the mothers about the
Page 100 and 101: Table 49. Type of Family/Friends Su
Page 102 and 103: Access to Support by TGAFigure 5 sh
Page 104 and 105: Use of Formal ServicesA central que
Page 106 and 107: Correlates of At-Risk StatusA large
Page 108 and 109: services after 6 months. Among the
Page 110 and 111: Enhanced ServicesEnhanced services
Page 112 and 113: Termination of MCHP ServicesAs prev
Page 114 and 115: services were fairly stable, althou
Page 116 and 117: languages. The fact that more mothe
Page 118 and 119: In interpreting these results, it s
Page 120 and 121: Overall, mothers reported seeking h
Page 122 and 123: We found that in years 2 and 3, aft
Page 124 and 125: We also found that mothers tended t
Page 126 and 127: variables that could potentially be
Page 128 and 129: significant levels of stress. Paren
Page 132 and 133: friend/neighbor/other), which were
Page 134 and 135: Table 60. Logistic Regression of Ch
Page 140 and 141: County in either fall 2009 or fall
Page 142 and 143: Figure 6. Percent of Focal Children
Page 144 and 145: Next, we conducted logistic regress
Page 146 and 147: Table 68. Selected Maternal and Chi
Page 148 and 149: R 2 .180*p < .05, **p < .01, or ***
Page 150 and 151: SummarySimilar to previous analyses
Page 152 and 153: less than a high school education,
Page 154 and 155: Parenting PracticesWhen surveyed in
Page 156 and 157: We also looked at the stability of
Page 158 and 159: Service Use, Maternal Functioning,
Page 160 and 161: Conclusions and ImplicationsMore th
Page 162 and 163: Meanwhile, our findings indicate th
Page 164 and 165: literacy skills, families who do no
Page 166 and 167: BibliographyAbidin, R. R. (1995). P
Page 168 and 169: Dinan, K. A. (2005a). Federal polic
Page 170 and 171: Leventhal, T., Brooks-Gunn, J., McC
Page 172 and 173: Weisner, T. S. (1984). A cross-cult
Page 174 and 175: What are pathways to service use? W
Page 176 and 177: Table A- 1. FOCiS Codes for MCHP Se
Page 178 and 179: Table A- 2. Interview Study Samplin
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Table A- 3. Household Survey Topics
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Table A- 5. Reasons for Sample Attr
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we sought to identify the ecologica
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Table B- 2. Characteritics of TGA M
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Figure B- 1. Characteristics of Mot
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Figure B- 5. Percentage of PBC Moth
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Table B- 5. Logistic Regression Pre
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Table B- 7. Characteristics of TGA
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Table B- 9. Logistic Regression Pre
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Type of Enhanced Service2009N% of M
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Table B- 12. Logistic Regression Pr
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Numberof BirthswithReferrals2009 TG
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Table B- 15. OLS Logistic Regressio
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Table C- 1. Selected Characteristic
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Table C- 4. Social and Emotional Be
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Table C- 7. Communication Skills of
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Table C- 11. Emerging Literacy and
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Table C- 14. Mothers’ Negative Pa
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Number of Different Arrangements ac
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Figure C- 1. Mean Days of MCHP Serv
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Table C- 19. Characteristics of Mot
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Table C- 22. Number of Service Area
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Table C- 23. Number of Services Use
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Table C- 25. Linear Regression Anal
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Table C- 27. Baseline Characteristi
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2011 The Palm Beach County Family Study (Full Report)

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