Access to Early Care and Education for Disadvantaged Families: Do Levels of Access Reflect States' Child Care Subsidy Policies? Report #2018-07

Autor/inn/en	Madill, Rebecca; Lin, Van-Kim; Friese, Sarah; Paschall, Katherine
Institution	Child Trends
Titel	Access to Early Care and Education for Disadvantaged Families: Do Levels of Access Reflect States' Child Care Subsidy Policies? Report #2018-07
Quelle	(2018), (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Low Income Groups; Access to Education; Early Childhood Education; Socioeconomic Influences; Grants; Child Development; Family Income; School Choice; Child Care; Age Differences; State Policy; State Aid; Federal Aid; Child Care Centers + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Early childhood; Frühkindliche Bildung; Frühpädagogik; Sozioökonomischer Faktor; Grant; Finanzielle Beihilfe; Kindesentwicklung; Familieneinkommen; Choice of school; Schulwahl; Kinderfürsorge; Kinderbetreuung; Age; Difference; Age difference; Altersunterschied; Child care facilities; Child care services; Kinderzentrum
Abstract	This study asked how low-income children's access to early care and education (ECE) might differ from that of their higher-income peers and how child care subsidy policies might be helping to close the gap. This study used survey data from two National Survey of Early Care and Education surveys: the National Household Survey and the Center-Based Provider Survey, focusing on households with children under age 13 and examining four dimensions of ECE access: (1) Reasonable effort; (2) Affordability; (3) Supports the child's development; and (4) Meets the parents' needs. The study examined access to ECE from two perspectives: the household and the center-based providers. Compared to higher-income families, fewer low-income families reported having a choice or considering multiple ECE options when searching for care. ECE centers that served subsidized children and were not publicly funded had lower quality scores compared to centers that received public funding. The highest quality was found in centers that received public funding without subsidized children. (ERIC).
Anmerkungen	Child Trends. 7315 Wisconsin Avenue Suite 1200W, Bethesda, MD 20814. Tel: 240-223-9200; Fax: 240-200-1238; Web site: http://www.childtrends.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01