2011 The Palm Beach County Family Study (Full Report)

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Table 64. Logistic Regression of Child’s Emergent Literacy/Pre-Academic Skills at Year 5 aPredictor Variable Odds Ratio Sig. Odds Ratio Sig.Average number of services used, years 2–5 1.1 NS — —Ever received help with parenting information, years 2–5 — — 0.9 NSBaseline CharacteristicsRace/nativityBlack—U.S.-born 7.1 *** 7.6 ***Black—foreign-born 8.8 *** 7.7 ***Hispanic—U.S.-born 2.3 NS 2.5 NSHispanic—foreign-born (excluded category) — — — —White/other 5.2 * 5.5 *EducationLess than high school diploma 0.6 NS 0.5 NSHigh school graduate 0.7 NS 0.7 NSPost–high school education (excluded category) — — — —Teen mother (at birth of focal child) 0.5 NS 0.5 NSGlades 3.0 ** 3.1 **Number of children 0.9 NS 0.9 NSLives with partner 1.0 NS 1.0 NSMother employed 2.9 * 2.8 *At or below poverty line 0.3 ** 0.4 *Focal child with special needs 1.4 NS 1.3 NSNumber of housing problems 0.8 * 0.8 *Depression: CES-D score > 16 0.7 NS 0.7 NSFamily/friend support score 1.1 NS 1.0 NSOverall parenting score 9.5 ^ 8.7 ^Investigated or indicated DCF report 0.1 * 0.1 *Childcare arrangements (year 5)Non-QIS center 2.2 ^ 2.0 NSFamily childcare 1.2 NS 1.1 NSFriend/neighbor/other 0.3 NS 0.2 NSParent/Relatives 0.6 NS 0.6 NSQIS center (excluded category) — — — —Age of focal child at year 5 0.9 NS 0.9 NSχ 2 120.6*** 126.3***a Data were not weighted in this analysis.∧ p ≤ .10, * p < .05, ** p < .01, *** p < .001.Chapin Hall at the University of Chicago 119
Table 65. Logistic Regression of Child’s Drawing/Writing Skills at Year 5 aPredictor Variable Odds Ratio Sig. Odds Ratio Sig.Average number of services used, years 2–5 1.0 NS — —Ever received help with parenting information, years 2–5 — — 1.3 NSBaseline CharacteristicsRace/nativityBlack—U.S.-born 1.6 NS 1.5 NSBlack—foreign-born 0.8 NS 0.8 NSHispanic—U.S.-born 0.9 NS 0.8 NSHispanic—foreign-born (excluded category) — — — —White/other 1.5 NS 1.5 NSEducationLess than high school diploma 0.9 NS 0.9 NSHigh school graduate 1.0 NS 1.0 NSPost–high school education (excluded category) — — — —Teen mother (at birth of focal child) 0.8 NS 0.8 NSGlades 1.0 NS 1.0 NSNumber of children 0.8 NS 0.8 NSLives with partner 0.9 NS 0.8 NSMother employed 1.1 NS 1.1 NSAt or below poverty line 0.5 * 0.5 *Focal child with special needs 1.0 NS 1.0 NSNumber of housing problems 1.0 NS 1.0 NSDepression: CES-D score > 16 1.1 NS 1.1 NSFamily/friend support score 1.1 NS 1.1 NSOverall parenting score 4.8 ^ 4.9 ^Investigated or indicated DCF report 0.6 NS 0.7 NSChildcare arrangements (year 5)Non-QIS center 0.8 NS 0.8 NSFamily childcare 0.6 NS 0.6 NSFriend/neighbor/other 0.2 * 0.2 *Parent/relatives 0.4 ** 0.4 **QIS center (excluded category) — — — —Age of focal child at year 5 1.0 NS 1.0 NSχ 2 44.8** 47.2**a Data were not weighted in this analysis.∧ p ≤ .10, * p < .05, ** p < .01, *** p < .001.Kindergarten ReadinessFollowing the fifth year of the study, we were able to obtain results of the Florida Kindergarten ReadinessScreen (FLKRS) for 324 focal children who entered kindergarten in the School District of Palm BeachChapin Hall at the University of Chicago 120
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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
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for 6 months, but when the subsidy
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ecause it is of particular interest
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types of care between mothers whose
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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 130 and 131: positive parenting items and 5 nega
Page 132 and 133: friend/neighbor/other), which were
Page 134 and 135: Table 60. Logistic Regression of Ch
Page 136 and 137: Table 62. 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
Page 180 and 181: Table A- 3. Household Survey Topics
Page 182 and 183: Table A- 5. Reasons for Sample Attr
Page 184 and 185: we sought to identify the ecologica
Page 186 and 187: 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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