Despite evidence of the benefits of early care and education (ECE) for child development and family employment, the supply of providers is scarce and variable; leading many families with young children to experience limited and inequitable access. To examine the multidetermined nature of access, this study leverages a multidimensional,…

This study provides estimates for the impact of centre-based care participation during pre-kindergarten on Latino children's academic readiness skills at kindergarten-entry. Using the ECLS-K:2011 dataset, findings indicate that Latino children who participated in centre-based care during their pre-kindergarten year had significantly higher English…

The present study used a subsample of 450 children from the ECLS-B data set to examine longitudinal associations between multiple features of nonparental care at age 2 and socioemotional development at kindergarten entry, taking into account parents' attitudes and behaviors, family composition, poverty status, and child characteristics.…

Policymakers, child care providers, and parents face tradeoffs in determining how much to spend on child care, including how many hours to purchase, and the features of programs that might influence quality. Given these tradeoffs, it is useful to understand what constitutes quality, the cost of care features associated with quality, the effects of…

This paper used the Early Childhood Longitudinal Study-Birth Cohort (N = 1,258) to examine the influence of hilevels of cognitive stimulation from mothers, fathers, and childcare providers at 24 months and children's pre-academic skills at 48 and 60 months in two parent families. Results from path analysis showed direct positive effects of…

Children of immigrants are more likely to start school at an academic disadvantage when compared to peers with U.S.-born parents (Crosnoe, 2007). It is possible that the disadvantage may be in part explained by differences in access to high-quality childcare opportunities prior to kindergarten. This study seeks to understand whether and how the…

K-12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and…

Integrating family and child data from the Early Childhood Longitudinal Study-Birth Cohort with contextual data from the Census, this study examined associations among maternal employment, aspects of communities related to child care supply and demand, and the early care and education arrangements of 4-year-olds in Mexican-origin, black, and white…

Low-income children, particularly those with special needs, may have limited access to high-quality early care experiences. Childcare subsidies are intended to increase families' access to quality care, but little is known about subsidy use by children with special needs. Using a nationally representative sample of 4,000 young children who…

Although quality center-based child care is helpful in promoting school readiness for dual language learners (DLLs), little is known about the nonparental child care that young DLL children experience. DLL status is often confounded with immigrant status, ethnicity, and poverty. Using nationally representative data from the Early Childhood…

This study used data from Early Childhood Longitudinal Study -- Birth Cohort (ECLS-B) and examined the relations between children's Head Start exposure and their early academic skills (i.e., language, literacy, and math skills) in the United States. Two groups of children who shared similar socio-economic status and disability status but received…

Research Findings: Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten cohort, this study investigates whether socioeconomic status (SES) moderates the association between center-based early childhood education (ECE) and English proficiency at kindergarten entry for 1st- and 2nd-generation Hispanic…

Publicly funded center-based preschool programs were designed to enhance low-income children's early cognitive and social-emotional skills in preparation for kindergarten. In the U.S., the federal Head Start program and state-funded public school-based pre-kindergarten (pre-k) programs are the two primary center-based settings in which low-income…

The federal child-care subsidy program represents one of the government's largest investments in early care and education. Using data from the nationally representative Early Childhood Longitudinal Study-Birth Cohort, this study examines associations, among subsidy-eligible families, between child-care subsidy receipt when children are 4 years old…

Children of immigrants will make up a critical share of our nation's future workforce, but they are less likely than other children to participate in early education programs known to support school readiness and long-term productivity. This study describes the characteristics and enrollment of children of immigrants using the most current and…