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Access to early care and education for disadvantaged families: Do levels of access reflect state’s child care subsidy policies?

Date Added to Library: 
Wednesday, March 28, 2018 - 12:28
Priority: 
normal
Organizational Author: 
Child Trends
Individual Author: 
Madill, Rebecca
Bui Lin, Van-Kim
Friese, Sarah
Paschall, Katherine
Reference Type: 
Publisher: 
Place Published: 
Bethesda, MD
Published Date: 
03/01/2018
Published Date (Date): 
Thursday, March 1, 2018
Publication: 
Child Trends Report
Original Publication: 
2/28/2018
Issue Number: 
2018-07
Year: 
2018
Language(s): 
Abstract: 

As of 2015, about one in five children in the United States lived at or below the federal poverty level. Many children living in poverty face multiple risk factors that are negatively associated with school readiness and later achievement. High-quality early care and education (ECE) can help close the gap between disadvantaged children and their more advantaged peers by improving school readiness, reducing risk for grade repetition and special education placement, and increasing high school graduation rates. Importantly, the quality of care matters: ECE settings that offer well-organized, developmentally appropriate learning opportunities allow children to make the greatest gains. The present study asked how low-income children’s access to ECE might differ from that of their higher-income peers, and how child care subsidy policies might be helping to close the gap. (Author introduction)

Geographic Focus: 
Page Count: 
33
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