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      Child-Care Subsidies: Do They Impact the Quality of Care Children Experience? : Child-Care Subsidies and Child-Care Quality

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      Child Development
      Wiley-Blackwell

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          Constructing a Control Group Using Multivariate Matched Sampling Methods That Incorporate the Propensity Score

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            Effects of early intervention on intellectual and academic achievement: a follow-up study of children from low-income families.

            Follow-up data, obtained 4-7 years after intervention ended, are presented for the Carolina Abecedarian Project, an experimental study of early childhood educational intervention for children from poverty families. Subjects were randomly assigned to 1 of 4 intervention conditions: educational treatment from infancy through 3 years in public school (up to age 8); preschool treatment only (infancy to age 5); primary school treatment only (age 5-8 years), or an untreated control group. Positive effects of preschool treatment on intellectual development and academic achievement were maintained through age 12. School-age treatment alone was less effective. Results generally supported an intensity hypothesis in that scores on cognitive and academic achievement measures increased as duration of treatment increased.
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              Quality Child Care Supports the Achievement of Low-Income Children: Direct and Indirect Pathways Through Caregiving and the Home Environment.

              Existing studies of child care have not been able to determine whether higher quality child care protects children from the effects of poverty, whether poverty and lower quality child care operate as dual risk factors, or whether both are true. The objective of the current study was to test two pathways through which child care may serve as a naturally occurring intervention for low-income children: a direct pathway through child care quality to child outcomes, and an indirect pathway through improvements in the home environment. Children were observed in their homes and child care settings at 6, 15, 24, and 36 months. An interaction between family income-to-needs ratio and child care quality predicted School Readiness, Receptive Language, and Expressive Language, as well as improvements in the home environment. Children from low-income families profited from observed learning supports in the form of sensitive care and stimulation of cognitive development, and their parents profited from unobserved informal and formal parent supports. Policy implications are discussed.
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                Author and article information

                Journal
                Child Development
                Wiley-Blackwell
                00093920
                July 2012
                July 13 2012
                : 83
                : 4
                : 1444-1461
                Article
                10.1111/j.1467-8624.2012.1780.x
                8d0fd91e-d74c-4b2a-89d0-1138c386db3f
                © 2012

                http://doi.wiley.com/10.1002/tdm_license_1.1

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