2011 The Palm Beach County Family Study (Full Report)

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Next, we conducted logistic regression analyses to determine if service use and characteristics of mothersand children were significantly associated with the likelihood of children being ready for school on theECHOS, after controlling for possible correlations between the explanatory variables. Independentvariables again included demographics, maternal depression, and parenting practices at baseline, child’sspecial needs at year 2, average service use for years 2 through 5, and childcare arrangement in year 5.Table 67. Logistic Regression Predicting ECHOS ScoresLog Odds Ratio Sig.Vital Statistics DataRace/EthnicityBlack; U.S.-born -0.54 .58 NSBlack; Foreign-born 0.04 1.04 NSHispanic; U.S.-born -0.72 .49 NSOther 0.23 1.26 NSHispanic; Foreign –born (Excluded category) — — —Teen mother 0.31 1.37 NSReceived prenatal care in first trimester or earlier -0.36 .70 NSYear 1 Survey DataLives with partner -0.76 .47 NSLess than high school diploma -0.02 .98 NSAt or below poverty threshold -0.56 .57 NSMother currently employed 0.06 1.06 NSDepression score 0.27 1.30 NSNumber of children -0.12 .89 NSNegative housing conditions -0.03 .97 NSOverall Parenting Score 4.11 61.13 **Year 1-3 Survey DataNumber of well-child medical visits -0.10 .90 NSYear 1-5 Survey DataNumber of years of health insurance 0.06 1.07 NSYear 2 Survey DataFocal child has special needs -0.34 .71 NSYear 2-5 Survey DataNumber of services used Year 2-5 0.11 1.12 NSYear 5 Survey DataChildcare optionsQIS Center, Head Start, Prekindergarten (Excluded — — —category)Non-QIS Center, Head Start, Prekindergarten 0.32 1.38 NSFamily childcare or Friend, Neighbor or Other -1.01 .36 NSAt home with parent or relative -1.10 .33 *χ 2 (21 , N=233) 34.496R 2 .138*p < .05, **p < .01, or *** p< .001 R 2 is the Cox & Snell R-squareChapin Hall at the University of Chicago 125
As shown in Table 66, the results of this analysis show little relationship between the ECHOS assessmentof children’s school readiness and overall service use. It also shows that when we control for otherbackground characteristics, the racial/ethnic and nativity differences we saw in the descriptive data arenot significant. On the other hand, the results do show an effect of parenting practices in the first year andchildcare arrangement the year prior to kindergarten. Specifically, an increase of one standard deviation(0.15) in the parenting score at year 1 for a mother meant her child was 9 times as likely to score ready forschool on the ECHOS. In addition, children who were cared for at home by a parent in the year beforekindergarten were only a third as likely to be assessed as ready for kindergarten as children in QIS sites.With regard to the FAIR assessment of literacy, we first examined if service use and selected mother andchild characteristics were associated with children being screened with a greater than 67 percentprobability of reading success on the FAIR. The descriptive data in Table 67 suggest that scores on theFAIR assessment are associated with several characteristics measured at baseline, including use ofprenatal care in the first trimester, language spoken at home, mother’s education, employment, povertystatus, and the overall parenting score. In addition, there appears to be an association with childcarearrangement in the year prior to the child’s entry into kindergarten, in that children who were screenedwith less than 67 percent probability of reading success on the FAIR were more likely to have been caredfor at home than children who did.Next, we conducted logistic regression analyses to determine which of these characteristics aresignificantly associated with the likelihood of children’s reading success, after controlling for possiblecorrelations between the explanatory variables. As shown in Table 68, we again found little relationshipbetween the FAIR assessment of children’s probability of reading success and our measure of overallservice use. However, the evidence does suggest that an increase of one standard deviation in theparenting score at year 1 for a mother means her child is more than 4 times as likely to have a score ofgreater than 67 percent likelihood of reading success. Type of childcare arrangement the year prior tokindergarten did not appear to be a significant predictor of FAIR scores. However, mothers who wereemployed in year 1 and who were not living at or below poverty were more likely to have children whoscored in the highest category on the FAIR. In addition, we also observed that black foreign-born motherswere more than 5 times as likely to have children who scored in the highest category than Hispanicforeign-born mothers.A contributing factor to these racial/ethnic differences is likely to be language spoken at home. Thus, weconducted a second regression that included Spanish as the home language as a separate variable. Theseresults are shown in Table 69. The findings were very similar to the results of the first regression in thatChapin Hall at the University of Chicago 126
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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
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Table 41). Of the 204 children, 91
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commented on their children’s nee
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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 140 and 141: County in either fall 2009 or fall
Page 142 and 143: Figure 6. Percent of Focal Children
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
Page 188 and 189: Figure B- 1. Characteristics of Mot
Page 190 and 191: Figure B- 3. Characteristics of Mot
Page 192 and 193: Figure B- 5. Percentage of PBC Moth
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Table B- 5. Logistic Regression Pre
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Figure B- 7. Characteristics of Mot
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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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