Progress 10/01/07 to 09/30/12
Outputs
OUTPUTS: This project is continuing until 2015. Objective one is in active phases, and objective two has been modified in its continuation, as will be explained. The objective to continue to determine effects of Early Head Start as children mature into adolescence. The first subobjective to determine if children who receive EHS plus formal care and education has been broadened to determine other inputs as well as formal care. The second major objective has been modified in the new project phase and now includes study of thresholds of quality. PARTICIPANTS: Partners are co-authors, as reported in publications. TARGET AUDIENCES: Nothing significant to report during this reporting period. PROJECT MODIFICATIONS: Project is extended to 2015. Subobjective one under objective one was broadened and objective two was modified (as the earlier work was completed) to study the effects of thresholds of the predictor variables.
Impacts
Impacts demonstrate long term positive effects of the program at grade 5, particularly in subgroups, as reported in a monograph in press. Also, the program effects were such to trigger recommendation of continued follow up of the sample through high school by the Secretary's Advisory Committee on Head Start Research and Evaluation and funding was thus released for this follow up study. Subobjective one includes findings that multiple elements affect grade 5 outcomes, beyond just formal care and education. Findings from Subobjective two demonstrate that more relations between quality and child outcomes are non linear than linear and this is particularly true in areas pertaining to social emotional development. This work is new for the field--only 2-3 labs are doing it. We have presented and submitted publications.
Publications
- Love, J., Chazan-Cohen, R., Raikes, H.H., & Brooks-Gunn, J. (Eds.) (2012). What makes a difference: Analyses from the prekindergarten follow up of the Early Head Start study. Monographs of the Society for Research in Child Development. (Chaptered monograph, in press).
- Jung, E., Raikes, H.H., & Chazan-Cohen, R. (2012). Maternal depressive symptoms and behavior problems in preschool children from low-income families: Comparison of report by mothers and teachers. Journal of Child and Family Studies. Published On-Line, July 17, 2012.
- Raikes, H.H., Torquati, J.,Wang, Cixin, & Shegstad, B. (2012). Parent experiences with state child care subsidy systems and their perceptions of choice and quality in care selected. Early Education and Development, 23 (4), 558-582.
- Jones Harden, B., Chazan-Boller, K., Rodreguez, E.K., Vogel, C., Chazan-Cohen, R. Raikes, H., & Love, J., (2012). Language and literacy environments for children birth to three. In Wasik, B. & Van Horn, B. (Ed.) Handbook on Family Literacy, 2nd Ed. Hillsdale, NJ: Lawrence Erlbaum Associates. p. 87-103.
- Love, J.M., Chazan-Cohen, R., Brooks-Gunn, J., Raikes, H., Vogel, C., & Kisker, E.E. (2012). Beginnings of school readiness in infant/toddler development: Evidence from Early Head Start. In Odom, S.L., Pungello, E.P., & Gardner-Neblett, N., Eds., Infants, Toddlers and Families in Poverty. New York: Guilford Press, p. 309-332.
- Roggman, L., Bradley, R., & Raikes, H.H. (2012). Fathers in the Context of Families. In N. J. Cabrera & C. S. Tamis-LeMonda (Eds.), Handbook of Father Involvement: Multidisciplinary Perspectives. New York: Taylor & Francis.
- Raikes, H., St. Clair, L., & Plata Potter, S. (2012). Early Childhood Education and Care. In Culp, A. Child and Family Advocacy: Bridging the Gaps Among Research, Practice and Policy. New York: Springer Publishing. (In press).
- Cohen, R., Raikes, H., Vogel, C., & the EHS Home Visitation Research Team (2012). Early Head Start home visitation: The role of implementation in bolstering program benefits. Journal of Community Psychology, 40 (4), 438-455.
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Progress 10/01/10 to 09/30/11
Outputs
OUTPUTS: Outputs from our project have included completing analyses on the quantitative portion of the project. We have presented findings at two national/international meetings... The Society for Research in Child Development at Montreal, Canada, March 30-31 and April 1, 2011, and The Child Care Policy Research Consortium in Washington, DC, November 20-21, 2011. We have an extensive methodology memo and draft for publication. The project team has met nearly weekly for the past year to refine and conduct the hundreds of analyses. We have met with researchers at Frank Porter Graham at the University of North Carolina who have been doing similar analyses and have compared our methods and findings as they are different from each other. We have begun analyzing the data for Spanish caregivers. PARTICIPANTS: Worked with Julia Torquati, Child Youth and Family Studies, on this project, also with Greg Welch, Center for Research on Children, Youth Families and Schools, together with his Post Doc, Ji Hoon Ryoo. Opportunities for mentoring--Xiaoqing Tu was our graduate assistant and she presented at the SRCD conference from the project and is developing a publication for which she will be first author. We also have included as a graduate assistant, Yanjie Long. TARGET AUDIENCES: Our target audience as described under impacts includes states who are setting Quality Rating and Improvement System cut points. Also, researchers and practitioners in the early childhood world are highly interested in ths work. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
The work we are doing is very high stakes and so it (1) must be carefully corroborated before we release and (2) has the capacity to influence the Quality Rating and Improvement Systems (QRIS) that many states have developed or are developing now. These rating systems rely on the measures that we used but use the measures in a continuous fashion. Our work has identified thresholds or cut points with different relationships between quality (the measure) and child outcomes at different levels of quality. Thus, it has the potential to influence the cut points that states establish for quality. If anything, we try to slow the train to have less impact so there is time to have more analyses and checking to determine if results are reliable across data sets.
Publications
- No publications reported this period
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Progress 10/01/09 to 09/30/10
Outputs
OUTPUTS: 1. Two new grants in this focus area were received last year (a) Examining THresholds of Quality (with Julia Torquati, Co PI) for $75,000 for 18 months (OPRE, US Department of Health and Human Services) and (b)Studies for Examining the Achievement Gap for $60,000 over 2 years (Internal Seed Grant from ARD). 2. A baseline report was completed for the Achievemetn Gap project that was disseminated to the Learning Community Council and the NE Legislature. 3. A Learning Community Research Collaborative was formed including researchers from UNL, UNMC, UNO and Creighton, and data representatives from Learning Community schools. 4. Presentations occurred in regards to Thresholds projects -- 2 in Washington, DC, and one in the CEHS, UNL. Two presentations will occur in regards to this project at Society for Research in Child Development. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: Nothing significant to report during this reporting period. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The Thresholds and LC and EHS projects all employ graduate students who have submitted presentations for conferences. Two were accepted for the prestigeous Society for Research in Child Development meeting and this will impact the students' growth. All have presented data from the project at local forums. The Learning Community project has the impact of showing the Omaha area the baseline accomplishments of student in two counties. The joint report from UNL, UNO and UNMC sends a powerful message about the research supporting the effort.
Publications
- Ayoub, C., OConnor, E., Rappolt-Schlictmann, G., Raikes, H.H., & Chazan-Cohen, R. (2009). Cognitive skill performance among young children living in poverty. Early Childhood Research Quarterly, 24, 289-305.
- Knoche, L, Raikes, H., Davis, D., Davis, D., & Platta-Potter, S. (2009). Rural Language and Literacy Connections: Year Two Evaluation Report. Lincoln, NE.
- Peterson, C., Hegland, S., Atwater, J., Thornburg, K., Mayfield, W., Raikes, H.H., Torquati, J., Davis, D. (authors by state in alpha order) (2009). The Midwest Child Care Research Consortium Quality Rating System Pilot Project. Lincoln, NE: A to Z Print.
- Raikes, H., Chazan-Cohen, R., Love, J., Brooks-Gunn, J., (2009),(In press). Early Head Start impacts. In Human Capital In Early Childhood Development: Critical Issues in Cost Effectiveness in Children's First Decade. New York: Cambridge University Press.
- Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B.A., Kisker, E., Roggman, L., Fuligni, A.S. (2009),(In Press). Low-income children's school readiness: Parenting growth curves and formal care from birth to five. Early Education and Development.
- Rodrigeuz, E., Tamis-LeMonda, C., Spellman, M., Pan, B., Lugo-Gil, Julieta, Raikes, H.H., and Luze, G. (2009),(In Press). The formative role of children's literacy experiences across the first three years of life. Journal of Applied Developmental Psychology.
- Raikes, H., Chazan-Cohen, R., Love, J., Brooks-Gunn, J., (2010). Early Head Start impacts at age 3 and a description of the age 5 follow-up study. In Human Capital In Early Childhood Development Critical Issues in Cost Effectiveness in Childrens First Decade. New York: Cambridge University Press, p. 99-118.
- Bradley, R.H., Chazan-Cohen, R., & Raikes, H. (2010). The impact of Early Head Start on school readiness: New looks. Early Education and Development, 20-6, 883-888.
- Chazan Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B.A., Kisker, E., Roggman, L., & Fuligni, A.S. (2010). Low-income children school readiness Parent contributions over the first five years. Early Education and Development, 20-6, 958-977.
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Progress 10/01/07 to 09/30/08
Outputs
OUTPUTS: Objective #1 outputs include dissemination through presentation of findings at two national conferences -- the Birth to Three Annual Conference and the Head Start Research Conference--and at the National Invitational Conference of the Early Childhood Research Collaborative at the Federal Reserve Bank of Minneapolis. Objective #2 outputs include dissemination at national child care conference in presentation of Quality Rating System (QRS) study, preparation of a final report and culminating meetings with four state partners at Iowa State University, University of Kansas, University of Missouri (and University of Nebraska). Over the life of the project, each state has informed development of Quality Rating System reports in four states and across the Department of Health and Human Services Region 7. PARTICIPANTS: Many individuals have worked on this project. Objective #1 involves collaboration with 17 other universities, a consortium of some 80 professionals. Objective #2 involves collaboration with 3 other Midwestern Universities, Iowa State, University of Kansas, University of Missouri. We also collaborate with partners within Nebraska--from the Department of Education, Department of Health and Human Services, National Association for the Education of Young Children, and other stakeholders. We also work closely with federal project officers. TARGET AUDIENCES: Target audiences for these objectives are teachers and providers who provide services to low-income children, birth to age 5. We are learning about what practices are likely to optimize outcomes for these children at risk. We also target policy makers who oversee the early childhood and child care programs in their states. PROJECT MODIFICATIONS: Not relevant to this project.
Impacts
Objective #1 impacts include increased focus nationwide of birth to 5 early childhood programs (e.g., the Birth to Five Alliance) in a formerly Pre-Kindergarten World, implementation of Nebraska 0-3 Endowment programs. We found that poverty-level children who received birth to three plus early childhood experiences 3-5 fared the best compared to those who had one or the other or neither. A consortium of 18 universities contributed to the findings. The consortium at large has published hundreds of refereed journal articles about the development of low income children birth to age 5. Objective #2 impacts include the findings that QRS was associated with increases in quality in child care in three states. The study also illustrated that a QRS could be implemented in these states, that providers would accept it (from focus groups) and that parents would find it helpful (from focus groups).
Publications
- Ayoub, C., O'Connor, E., Rappolit-Schlictmann, G., Raikes, H., & Chazan-Cohen, R. (2008 accepted for publication). Losing ground early: Vulnerability and resilience in low-income children's cognitive performance. Early Childhood Research Quarterly.
- Love, J., Chazan-Cohen, R., Raikes, H., Vogel, C., Faldowski, R., Kisker, E., Klute, M., Faldowski, R., & Brooks-Gunn, G. (2008 Under review). What makes a difference: Analyses from the prekindergarten follow up of the Early Head Start study. Monographs of the Society for Research in Child Development.
- Roggman, L., Cook, G.A., Peterson, C., & Raikes, H. (2008). Who drops out of Early Head Start home visiting programs Early Education and Development.
- Duursma, E., Pan, B., & Raikes, H. (2008). Predictors and outcomes of low-income fathers' reading with their children. Early Childhood Research Quarterly, 23-3, 351-365.
- Raikes, H., & Bellotti, J. (2007). Policies and programmatic efforts pertaining to fatherhood. Applied Developmental Sciences, 11-4, 271-272.
- Torquati, J., Raikes, H., Huddleston-Casas (2007). Teacher education, motivation, compensation, workplace support and links to quality of center-based child care and teachers' intention to stay in the early childhood profession. Early Childhood Research Quarterly, 22-2,261-275.
- Chazan-Cohen, R., Ayoub, C., Pan, B.A., ROggman, L., Raikes, H., McKelvey, L, Whiteside-Mansell, & Hart, A. (2007). It takes time: Impacts of Early Head Start that lead to reduction in maternal depression two years later. Infant Mental Health Journal, 28-2, 151-179.
- Raikes, H., Pan, B., Luze, G., Tamis-LeMonda, C., Brooks-Gunn, J., Tarullo, L., Raikes, H.A., & Rodriguez, E., (2006). Mother-child bookreading in low-income families: Predictors and outcomes during the first three years of life. Child Development, 77-4, 921-953.
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