2011 The Palm Beach County Family Study (Full Report)

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commented on their children’s needs for socialization and learning in a structured environment with otherchildren as they got older.School-Age Childcare and ActivitiesA total of 162 mothers, or 52 percent of the study families, had school-age children in year 5. Fifty-fivemothers, or one-third of this group, reported that their school-age children were involved in activities orchildcare after school. Mothers reported that between 1 and 5 of their school-age children were enrolledin afterschool activities; the mean age of these children was 9.6 years and their ages ranged from 6 to 17years. <strong>The</strong> amount of time these children spent in afterschool activities ranged from 3 to 46 hours perweek, with an average of 14 hours per week. A majority (70%) of the children engaged in afterschoolprograms and activities participated 5 days per week. Almost half of the group of mothers with schoolagechildren also reported that their older children participated in organized care or programs during thesummer. In well over half of the cases, school-age children who were in structured care or programsduring the school year also participated in summer activities. 38As with mothers’ use of preschool childcare arrangements, bivariate analyses indicates use of afterschoolactivities differs by a variety of sociodemographic characteristics and family circumstances. For example,64 percent of mothers living in the Glades involved their school-age children in formal afterschoolactivities, compared to 33 percent of mothers living in the non-Glades TGAs and 6 percent of those livingoutside the TGAs (χ 2 = 14.102, p < .01). Foreign-born mothers were less likely to involve children inafterschool activities than were U.S.-born mothers (24% vs. 47%, χ 2 = 9.444, p < .01). In addition,working mothers were more likely than nonworking mothers to involve their children in afterschoolactivities (54% vs. 19%, χ 2 = 21.588, p < .001).Table 44. Types of Afterschool Activities and Programs for 77 Children at Year 5 aFrequency of Mention b % Activities % ChildrenType of Program/Activity(n=174)(n=77)Education 42 24 55Recreation 35 20 45Sports 32 18 42Childcare 32 18 42Arts or crafts 29 17 38Other (not specified) 4 2 5Total 17438 National estimates of participation in afterschool programs indicate variations as a function of age of child, race/ethnicity,family income, and maternal employment and education. Overall, in 2005, 43 percent% of elementary school children inkindergarten through eighth grade participated in at least one afterschool activity, with higher participation among students fromnonpoor families (56%) than from poor families (22%) (NCES, 2007).Chapin Hall at the University of Chicago 71
a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b Frequency of mention refers to number of different types of afterschool activities reported by 55 mothers for 77 children.Multiple responses were allowed for each child.Because afterschool programs are typically characterized by more than one type of activity, mothers wereallowed to give multiple responses when describing their children’s afterschool activities. Over half(57%) of mothers with school-age children in afterschool programs mentioned two or more differenttypes when describing their activities. As shown in Table 45, the most frequent type of activity mentionedby mothers was educational, but with recreational, childcare, and sports programs being mentioned almostas frequently.All mothers with school-age children enrolled in afterschool programs were asked to rate the quality oftheir afterschool and summer care arrangements. When asked how they felt about afterschoolarrangements for their school-age children, a majority (77%) reported that their afterschool arrangementswere either “very good” or “excellent.” However, 60 percent reported that they did not have a lot ofchoice in the selection of afterschool activities. Overall, mothers were a little less happy with summeractivities for their school-age children than they were with afterschool activities. Almost two-thirds saidsummer arrangements were “very good” or “excellent.” At the same time, most (59%) of the sample alsosaid that they did not have a lot of opportunities for summer activities.Table 45. Types of Afterschool Activities and Programs for 77 Children at Year 5 aFrequency of Mention b % Activities % ChildrenType of Program/Activity(n=174)(n=77)Education 42 24 55Recreation 35 20 45Sports 32 18 42Childcare 32 18 42Arts or crafts 29 17 38Other (not specified) 4 2 5Total 174a Data were weighted to adjust for the oversampling of mothers in the Glades and mothers screened “at risk.”b Frequency of mention refers to number of different types of afterschool activities reported by 55 mothers for 77 children.Multiple responses were allowed for each child.SummaryMore than half (61%) of the mothers in the fifth year of the study were using nonparental carearrangements for their focal child, motivated largely by their needs as working mothers and/or as mothersenrolled in school; indeed, the small increase in the use of childcare between years 4 and 5 may be due inpart to the increase in the percentage of mothers enrolled in school. <strong>The</strong> most frequently reported type ofChapin Hall at the University of Chicago 72
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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
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 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
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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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