2011 The Palm Beach County Family Study (Full Report)

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Number of Different Arrangements across Nine Time Points b Frequency PercentChild with parent, relative, and friend/neighbor 4 1Child with parent and childcare center/Head Start 2 1Child with parent and friend/neighbor 2 1Child with parent, childcare center/Head Start, and prekindergarten 2 1Child with parent, friend/neighbor, and childcare center/Head Start 2 1Child with parent, relative, childcare center/Head Start, and multiple arrangements 2 1Child with parent, childcare center/Head Start, and multiple arrangements 1 0Child with childcare center/Head Start, family childcare, and multiple arrangements 1 0Child with parent and family childcare 1 0Child with parent, childcare center/Head Start, and other arrangements 1 0Child with parent, friend/neighbor, childcare center/Head Start, and prekindergarten 1 0Child with parent, friend/neighbor, childcare center/Head Start, and family childcare 1 0Child with parent, relative, and multiple arrangements 1 0Child with parent, relative, friend/neighbor, childcare center/Head Start, and otherarrangements1 0Child with parent, relative, childcare center/Head Start, and prekindergarten (schoolbased)1 0Child with relative, childcare center/Head Start/prekindergarten (school-based), andmultiple arrangements2 1Six to Eight 78 27Child with parent, relative, and childcare center/Head Start 8 3Child with parent, relative, childcare center/Head Start, family childcare, and multiplearrangements8 3Child with parent, relative, friend/neighbor, childcare center/Head Start, and familychildcare6 2Child with parent, relative, childcare center/Head Start, and family childcare 6 2Child with parent, relative, childcare center/Head Start, and multiple arrangements 5 2Child with parent, relative, friend/neighbor, and childcare center/Head Start 5 2Child with parent, relative, childcare center/Head Start, and prekindergarten (schoolbased)4 1Child with parent and relative 3 1Child with parent and friend/neighbor 3 1Child with parent, relative, and friend/neighbor 3 1Child with parent and childcare center/Head Start 2 1Child with parent, childcare center/Head Start, and family childcare 2 1Child with parent, childcare center/Head Start, family childcare, and multiplearrangements2 1Child with parent, relative, childcare center/Head Start, prekindergarten (schoolbased),and family childcare2 1Child with parent, relative, friend/neighbor, and multiple arrangements 2 1Child with parent, relative, friend/neighbor, childcare center/Head Start,prekindergarten (school-based), and multiple arrangements2 1Child with parent, friend/neighbor, and childcare center/Head Start 1 0Child with parent, relative, and prekindergarten (school-based) 1 0Child with parent, friend/neighbor, and other arrangements 1 0Child with parent, relative, family childcare, and multiple arrangements 1 0Chapin Hall at the University of Chicago 201
Number of Different Arrangements across Nine Time Points b Frequency PercentChild with parent, relative, friend/neighbor, childcare center/Head Start, familychildcare, and multiple arrangements1 0Child with parent, relative, friend/neighbor, family childcare, and multiplearrangements1 0Child with parent, relative, childcare center/Head Start, prekindergarten (schoolbased),and other arrangements1 0Child with parent, relative, childcare center/Head Start, prekindergarten (schoolbased),and multiple arrangements1 0Child with parent, friend/neighbor, and family childcare 1 0Child with parent, childcare center/Head Start, and prekindergarten (school-based) 1 0Child with parent, relative, friend/neighbor, and prekindergarten (school-based) 1 0Child with parent, childcare center/Head Start, prekindergarten (school-based), familychildcare, and multiple arrangements1 0Child with parent, relative, friend/neighbor, childcare center/Head Start, and multiplearrangements1 0Child with relative, friend/neighbor, childcare center/Head Start, family childcare, andother arrangements, and multiple arrangements1 0Child with relative, childcare center/Head Start, family childcare, and multiplearrangements1 0a To perform this analysis, we could not weight the data to account for the oversampling of mothers in the Glades and mothersassessed “at risk.” Twenty-six mothers were not interviewed at one or more of the 6-month telephone follow-up points, but wereinterviewed at all five yearly points. <strong>The</strong>se mothers are included in the other analyses, but are not included in this analysis as wedo not know what type of childcare arrangements their focal child was in for all nine time points.b <strong>The</strong> nine time points include years 1 (1–6 mos.), 1.5 (6–12 mos.), 2 (12–18 mos.), 2.5 (18–24 mos.), 3 (24–30 mos.), 3.5 (30–36mos.), 4 (36–42 mos.), 4.5 (42–48 mos.), and 5 (48–54 mos.). Some arrangement categories were collapsed in this table.Chapin Hall at the University of Chicago 202
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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
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Informal and Community SupportAn un
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Table 46. Frequency of Husband/Part
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We also asked the mothers about the
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Table 49. Type of Family/Friends Su
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Access to Support by TGAFigure 5 sh
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Use of Formal ServicesA central que
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Correlates of At-Risk StatusA large
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services after 6 months. Among the
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Enhanced ServicesEnhanced services
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Termination of MCHP ServicesAs prev
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services were fairly stable, althou
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languages. The fact that more mothe
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In interpreting these results, it s
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Overall, mothers reported seeking h
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We found that in years 2 and 3, aft
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We also found that mothers tended t
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variables that could potentially be
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significant levels of stress. Paren
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positive parenting items and 5 nega
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friend/neighbor/other), which were
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Table 60. Logistic Regression of Ch
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County in either fall 2009 or fall
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Figure 6. Percent of Focal Children
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Next, we conducted logistic regress
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Table 68. Selected Maternal and Chi
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R 2 .180*p < .05, **p < .01, or ***
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SummarySimilar to previous analyses
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less than a high school education,
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Parenting PracticesWhen surveyed in
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We also looked at the stability of
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Service Use, Maternal Functioning,
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Conclusions and ImplicationsMore th
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Meanwhile, our findings indicate th
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literacy skills, families who do no
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BibliographyAbidin, R. R. (1995). P
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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 192 and 193: Figure B- 5. Percentage of PBC Moth
Page 194 and 195: Table B- 5. Logistic Regression Pre
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 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
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2011 The Palm Beach County Family Study (Full Report)

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