2011 The Palm Beach County Family Study (Full Report)

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for 6 months, but when the subsidy ran out, the children were back home with their parents andgrandmother again.Regarding the number of different types of childcare, 4 in 10 of the children were in fairly stable carearrangements, meaning that they were either in the same setting (15%) or in no more than two or threedifferent settings across the nine time points (see Table 35). Most children who were in the samearrangement were at home with a parent. Children who were in two or three different arrangements mostoften experienced a mix of parental care and care by a relative. Nonetheless, although a majority of focalchildren experienced three or fewer different childcare arrangements during the first 5 years of their lives,over half (55%) of them had three or more transitions in care; the remainder experienced four or moretransitions in their childcare arrangements during this time. Table C- 15 provides additional detail on therange of childcare arrangements for the focal children over time.Table 35. Minimum Number of Transitions in Focal Children’s Care Arrangements Year 1 to Year 5 aNumber of Transitions across Nine Time Points bFrequency Percent of Total(n=284)TransitionsNone 43 15One 30 11Two 41 14Three 43 15Four 49 17Five 45 16Six 18 6Seven 9 3Eight 6 2a Consistent with the analysis of types of childcare arrangements over time, we did not weight the data to account for theoversampling of mothers in the Glades and mothers assessed “at risk.” Twenty-six mothers who were not interviewed at one ormore of the 6-month telephone follow-up points, although interviewed at all five yearly points, are not included in this analysis aswe do not know what type of childcare arrangements their focal child was in at all nine time points.b The nine time points include year 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.).Correlates and Predictors of Childcare UseBivariate associations presented in Table 36 indicate family characteristics associated with use ofchildcare, including the work status of mothers, whether or not they are attending school or a job trainingprogram, and a variety of sociodemographic characteristics. Consistent with the previous year, we foundthat U.S.-born mothers were more likely than foreign-born mothers to use childcare; similarly, black andwhite/other mothers were more likely than Hispanic mothers to use childcare. In addition, mothers withmore education and those living above the poverty line were more likely to use childcare. On the otherhand, mothers without a husband/partner were also more likely to use childcare.Chapin Hall at the University of Chicago 61
Table 36. Use of Nonparental Preschool Childcare by Mothers’ Characteristics at Year 5 aCharacteristicUsing ChildcareTGA^% Glades TGA (n=38) 79% Non-Glades TGA (n=232) 60% Outside TGAs (n=41) 56Employment***% Working (n=142) 90% Not working (n=169) 37School***% Currently in school (n=49) 90% Not in school (n=261) 56Job training% Participating in job training (n=14) 71% Not participating in job training (n=296) 61Nativity**% U.S.-born (n=143) 70% Foreign-born (n=168) 54Race/ethnicity*% Black, not Hispanic (n=126) 71% Hispanic (n=160) 54% White/other (n=25) 64Education***% Less than high school diploma (n=157) 48% High school graduate (n=88) 72% Post–high school education (n=65) 79Partner status*% Has husband/partner (n=231) 58% Does not have husband/partner (n=79) 72Number of children% One child (n=77) 64% Two children (n=97) 67% Three or more children (n=134) 57Income-to-poverty ratio**% Living at or below poverty threshold (n=153) 52% Living above poverty threshold (n=141) 71a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”Chi-square analysis indicates that differences are statistically significant at ^p < .10, *p < .05, **p < .01, or *** p< .001.Because all of these variables are likely to be correlated, we performed a regression analysis to determinethe most important characteristics associated with mothers’ use of childcare for any of their preschoolchildren. The race/ethnicity and nativity variables were combined in the analysis to determine whetherthere are significant differences in use of childcare among U.S.-born blacks and Hispanics, foreign-bornblacks and Hispanics, and “other” mothers. The indicator for residing in the Glades TGA was includedChapin Hall at the University of Chicago 62
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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
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 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
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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
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Leventhal, T., Brooks-Gunn, J., McC
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Weisner, T. S. (1984). A cross-cult
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What are pathways to service use? W
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Table A- 1. FOCiS Codes for MCHP Se
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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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