Dinan, K. A. (2005a). Federal polices restrict immigrant children’s access to key public benefits:Children in low-income immigrant families policy brief. Retrieved June 5, 2008, from the NationalCenter for Children in Poverty website: http://www.nccp.org/pub_fpr05.htmlDinan, K. A. (2005b). State policies can promote immigrant children’s economic security: Children inlow-income immigrant families policy brief. Retrieved June 5, 2008, from the National Center forChildren in Poverty website: http://www.nccp.org/pub_spc05.htmlDuncan G. J. & Brooks-Gunn, J. (2000). <strong>Family</strong> poverty, welfare reform, and child development. ChildDevelopment, 71, 188–196.Ecocultural Scale Project (1997). <strong>The</strong> ecocultural family interview manual. Unpublished manuscript, LosAngeles: Ecocultural Scale Project.Edin, K. & Lein, L. (1997). Making ends meet: How single mothers survive welfare and low-wage work.New York: Russell Sage Foundation.Epstein, J. L. (2001). School, family, and community partnerships. Boulder, CO: Westview Press.Federal Interagency Forum on Child and <strong>Family</strong> Statistics. (2008). America’s children in brief: Keynational indicators of well-being. Washington, DC: U.S. Government. Printing Office. RetrievedJuly 18, 2008, from Forum on Child and <strong>Family</strong> Statistics website:http://www.childstats.gov/americaschildren/phenviro.aspFlorida Department of Health Vital Statistics Annual <strong>Report</strong>s (2006). Retrieved April 17, 2008, fromhttp://www.flpublichealth.comFreeman, D. (1996). “To take them at their word”: Language data in the study of teachers’ knowledge,Harvard Educational Review, 66, 732-761.<strong>Full</strong>er, B., Holloway, S. D., & Liang, X. (1996). <strong>Family</strong> selection of childcare centers: <strong>The</strong> influence ofhousehold support, ethnicity, and parental practices. Child Development, 67, 3320–3337.Glaser, B. & Strauss, A. (1967). <strong>The</strong> discovery of grounded theory: Strategies for qualitative research.New York: Aldine.Gomby, D. S. (2005). Home visitation in 2005: Outcomes for children and parents.(Invest in KidsWorking Paper No. 7). Retrieved June 13, 2008, from Committee for Economic Developmentwebsite: http://www.ced.org.Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young Americanchildren. Baltimore: Paul H. Brookes.Henly, J. R. & Lyons, S. (2000). <strong>The</strong> negotiation of childcare and employment demands among lowincomeparents. Journal of Social Issues, 56, 683–706.Henly, J. R., Danziger, S. K. & Offer, S. (2005). <strong>The</strong> contribution of social support to the material wellbeingof low-income families. Journal of Marriage and the <strong>Family</strong>, 67, 122–140.Herbst, C. M. (2008). Who are the eligible non-recipients of child care subsidies? Children and YouthServices Review, 30, 1037–1054.Herbst, C. M & Tekin, E. (2009). Child care subsidies and child development. (NBER Working Paper14474), National Bureau of Economic Research, Inc.Hernandez, D. J., Denton, N. A., Macartney, S. E. (2007). Children in immigrant families—<strong>The</strong> U.S. and50 states: National origins, language, and early education. Washington, DC: Child Trends.Chapin Hall at the University of Chicago 149
Hill, N. E., & Craft, S. A. (2003). Parent-school involvement and school performance: Mediatedpathways among socioeconomically comparable African American and Euro-American Families.Journal of Educational Psychology, 95, 74–83.Hirshberg, D., Huang, D.S. & <strong>Full</strong>er, B. (2005). Which low-income parents select child care? <strong>Family</strong>demand and neighborhood organizations. Children and Youth Services Review, 27, 1119–1148.Horn, I. B., Brenner, R., Rao, M., & Cheng T. L. (2006). Beliefs about the appropriate age for initiatingtoilet training: Are their racial and socioeconomic differences? Journal of Pediatrics, 149, 165–168.Howes, C. (1997). Children’s experiences in center-based child care as a function of teacher backgroundand adult: child ratio. Merrill-<strong>Palm</strong>er Quarterly, 43, 404–425.Howes, C. & Smith, E. (1995). Relations among child care quality, teacher behavior, children’s playactivities, emotional security, and cognitive activity in child care. Early Childhood ResearchQuarterly, 10, 381–404.Hundley, K. (2008, March 7). State changes tale: Jobs disappearing. St. Petersburg Times.Jeynes, W. H. (2003). A meta-analysis: <strong>The</strong> effects of parental involvement on minority children’sacademic achievement. Education and Urban Society, 35, 202–218.Henry J. Kaiser <strong>Family</strong> Foundation. (2008). Florida: Health insurance coverage of children 0–18, states(2007–2008), U.S. (2008). Retrieved April 15, 2010, fromhttp://www.statehealthfacts.org/profileind.jsp?ind=127&cat=3&rgn=11Karp, N. (2006). Designing models for professional development at the local, state and national levels. InZaslow, M., & Martinez-Beck, I. (Eds.) Critical issues in early childhood professionaldevelopment (pp. 225–230). Baltimore: Brookes.King, M. (2007). Immigrants in the U.S. healthcare system; five myths that misinform the Americanpublic. Center for American Progress.Kinukawa, A., Guzman, L., & Lippman, L. (2004). National estimates of childcare and subsidy receiptfor children ages 0 to 6: What can we learn from the national household education survey?Washington, DC: Child Trends. Retrieved July 27, 2007, fromhttp://www.childtrends.org/Files/NHES_Research_brief_10_19_04.pdfKoppelman, J. (2002). Federal child care funding for low-income families. (National Health PolicyForum, Issue Brief no. 780). Washington, DC: George Washington University.Landry, S. H., Smith, K. E., Swank, P. R., Assel, M. A., & Vellet, S. (2001). Does early responsiveparenting have a special importance for children’s development or is consistency across earlychildhood necessary? Developmental Psychology, 37, 387–403.Landry S. H., Smith K. E., & Swank P. R. (2006). Responsive parenting: establishing early foundationsfor social, communication, and independent problem-solving skills. Developmental Psychology,42, 627–642.Lawrence, S., & Kreader, J. L. (2005). Predictors of child care subsidy use. New York: Child Care &Early Education Research Connections.Lee, B. J., George, R., Reidy, M., Kreader, J. L., Georges, A., Wagmiller, R. L., Jr., et al. (2004). Childcare subsidy use and employment outcomes of TANF mothers during the early years of welfarereform: A three-state study. Chicago: Chapin Hall at the University of Chicago.Chapin Hall at the University of Chicago 150
- Page 1 and 2:
FifthMarciaGouvêa2011
- Page 3:
AcknowledgmentsThis fifth report of
- Page 6 and 7:
Chapin Hall at the University of Ch
- Page 8 and 9:
List of TablesTable 1. Components o
- Page 10 and 11:
Table 58. Logistic Regression of Mo
- Page 12 and 13:
Table C- 24. Mothers’ Baseline an
- Page 16 and 17:
• In addition, we observed a pote
- Page 18 and 19:
kind of out-of-home educational exp
- Page 20 and 21:
IntroductionOver the last three dec
- Page 22 and 23:
eadiness and school success and in
- Page 24 and 25:
The study’s comprehensive, longit
- Page 26 and 27:
Table 2. Characteristics of Mothers
- Page 28 and 29:
The Year 5 Study SampleTable 4 show
- Page 30 and 31:
Household Structure, Employment, an
- Page 32 and 33:
Although mothers continued to repor
- Page 34 and 35:
Table 6. Family Income and Economic
- Page 36 and 37:
Specifically, mothers living outsid
- Page 38 and 39:
at the birth of the focal child tha
- Page 40 and 41:
Table 10. Reasons for Transportatio
- Page 42 and 43:
Health, Healthcare, and ChildDevelo
- Page 44 and 45:
two years of the study. In year 1 1
- Page 46 and 47:
Subsequent Pregnancies and Prenatal
- Page 48 and 49:
Children’s HealthcareMost (80%) o
- Page 50 and 51:
private plans or HMOs increased sig
- Page 52 and 53:
outside the TGAs to report that all
- Page 54 and 55:
Children’s Behavior and Developme
- Page 56 and 57:
cultural norms regarding what sorts
- Page 58 and 59:
Table 21. Emerging Pre-academic Ski
- Page 60 and 61:
the year 5 interview, over three-qu
- Page 62:
various activities, mothers reporte
- Page 66 and 67:
Negative Parenting PracticesThere i
- Page 68 and 69:
Table 28. Fathers’ Negative Paren
- Page 70 and 71:
Table 30. Parent Involvement Activi
- Page 72 and 73:
Table 32. Mothers’ Positive Paren
- Page 74 and 75:
Table 34. Mothers’ Parent Involve
- Page 76 and 77:
The most frequent parent involvemen
- Page 78 and 79:
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 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 138 and 139: Table 64. 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 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
- Page 194 and 195: Table B- 5. Logistic Regression Pre
- Page 196 and 197: Figure B- 7. Characteristics of Mot
- Page 198 and 199: Table B- 7. Characteristics of TGA
- Page 200 and 201: Table B- 9. Logistic Regression Pre
- Page 202 and 203: Type of Enhanced Service2009N% of M
- Page 204 and 205: Table B- 12. Logistic Regression Pr
- Page 206 and 207: Numberof BirthswithReferrals2009 TG
- Page 208 and 209: Table B- 15. OLS Logistic Regressio
- Page 210 and 211: Table C- 1. Selected Characteristic
- Page 212 and 213: Table C- 4. Social and Emotional Be
- Page 214 and 215: Table C- 7. Communication Skills of
- Page 216 and 217: Table C- 11. Emerging Literacy and
- Page 218 and 219:
Table C- 14. Mothers’ Negative Pa
- Page 220 and 221:
Number of Different Arrangements ac
- Page 222 and 223:
Figure C- 1. Mean Days of MCHP Serv
- Page 224 and 225:
Table C- 19. Characteristics of Mot
- Page 226 and 227:
Table C- 22. Number of Service Area
- Page 228 and 229:
Table C- 23. Number of Services Use
- Page 230 and 231:
Table C- 25. Linear Regression Anal
- Page 232 and 233:
Table C- 27. Baseline Characteristi