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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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  • Individual Author: Child Trends
    Reference Type: Report
    Year: 2019

    After reaching 23 percent in 1993—the highest rate since 1964—child poverty (the percentage of children in families with income below 100 percent of the federal poverty level) fell to 16 percent in 2000. The rate then rose slowly through 2004, to 18 percent. Soon after, the child poverty rate began to reflect the most recent economic downturn. From 2006 to 2010, child poverty increased from 17 to 22 percent of all children under age 18, before declining from 2010 to 2017, to 17 percent. A small uptick in 2014, to 21 percent, may be attributed to a change in income reporting. (Author introduction)

     

    After reaching 23 percent in 1993—the highest rate since 1964—child poverty (the percentage of children in families with income below 100 percent of the federal poverty level) fell to 16 percent in 2000. The rate then rose slowly through 2004, to 18 percent. Soon after, the child poverty rate began to reflect the most recent economic downturn. From 2006 to 2010, child poverty increased from 17 to 22 percent of all children under age 18, before declining from 2010 to 2017, to 17 percent. A small uptick in 2014, to 21 percent, may be attributed to a change in income reporting. (Author introduction)

     

  • Individual Author: Tran, Victoria; Dwyer, Kelly; Minton, Sarah
    Reference Type: Report
    Year: 2019

    If a single mother earns $25,000 per year, can she receive a subsidy to help pay for child care? What if she decides to attend a training program? If she does qualify for a subsidy, how much will she have to pay out of pocket? The answers to these questions depend on a family’s exact circumstances, including the ages of the children, the number of people in the family, income, and where they live. Child care subsidies are provided through a federal block grant program called the Child Care and Development Fund (CCDF). CCDF provides funding to the States, Territories, and Tribes. They use the money to administer child care subsidy programs for low-income families. This brief provides a graphical overview of some of the CCDF policy differences across States/Territories. It includes information about eligibility requirements, family application and terms of authorization, family payments, and policies for providers. (Excerpt from author introduction)

    If a single mother earns $25,000 per year, can she receive a subsidy to help pay for child care? What if she decides to attend a training program? If she does qualify for a subsidy, how much will she have to pay out of pocket? The answers to these questions depend on a family’s exact circumstances, including the ages of the children, the number of people in the family, income, and where they live. Child care subsidies are provided through a federal block grant program called the Child Care and Development Fund (CCDF). CCDF provides funding to the States, Territories, and Tribes. They use the money to administer child care subsidy programs for low-income families. This brief provides a graphical overview of some of the CCDF policy differences across States/Territories. It includes information about eligibility requirements, family application and terms of authorization, family payments, and policies for providers. (Excerpt from author introduction)

  • Individual Author: Howard, Lanikque; Vogel, Lisa Klein; Cancian, Maria; Noyes, Jennifer L.
    Reference Type: Journal Article
    Year: 2019

    We analyze the role of newly integrated data from the child support and child welfare systems in seeding a major policy change in Wisconsin. Parents are often ordered to pay child support to offset the costs of their children’s stay in foster care. Policy allows for consideration of the “best interests of the child.” Concerns that charging parents could delay or disrupt reunification motivated our analyses of integrated data to identify the impacts of current policy. We summarize the results of the analyses and then focus on the role of administrative data in supporting policy development. We discuss the potential and limitations of integrated data in supporting cross-system innovation and detail a series of complementary research efforts designed to support implementation. (Author abstract)

    We analyze the role of newly integrated data from the child support and child welfare systems in seeding a major policy change in Wisconsin. Parents are often ordered to pay child support to offset the costs of their children’s stay in foster care. Policy allows for consideration of the “best interests of the child.” Concerns that charging parents could delay or disrupt reunification motivated our analyses of integrated data to identify the impacts of current policy. We summarize the results of the analyses and then focus on the role of administrative data in supporting policy development. We discuss the potential and limitations of integrated data in supporting cross-system innovation and detail a series of complementary research efforts designed to support implementation. (Author abstract)

  • Individual Author: Forry, N.; Madill, R.; Shuey, E.; Halle, T; Ugarte, G; Borton, J.
    Reference Type: Report
    Year: 2019

    These snapshots describe U.S. households’ costs for, and usage of, ECE in 2012, looking at differences by age of child, household income, and community urbanicity.

    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Child Age
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Household Income
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Community Urbanicity

    These snapshots use data from the National Survey of Early Care and Education (NSECE), a nationally representative study of U.S. households and early care and education providers conducted in 2012. (Author abstract)

     

    These snapshots describe U.S. households’ costs for, and usage of, ECE in 2012, looking at differences by age of child, household income, and community urbanicity.

    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Child Age
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Household Income
    • How Much Did Households in the United States Pay for Child Care in 2012? — An Examination of Differences by Community Urbanicity

    These snapshots use data from the National Survey of Early Care and Education (NSECE), a nationally representative study of U.S. households and early care and education providers conducted in 2012. (Author abstract)

     

  • Individual Author: Miller, Portia; Votruba-Drzal, Elizabeth; Coley, Rebekah Levine
    Reference Type: Journal Article
    Year: 2019

    Poor children begin school with fewer academic skills than their nonpoor peers, and these disparities translate into lower achievement, educational attainment, and economic stability in adulthood. Child poverty research traditionally focuses on urban or rural poor, but a shifting spatial orientation of poverty necessitates a richer examination of how urbanicity intersects with economic disadvantage. Combining geospatial administrative data with longitudinal survey data on poor children from kindergarten through second grade (N ≈ 2,950), this project explored how differences in community-level resources and stressors across urbanicity explain variation in achievement. Resources and stressors increased in more urbanized communities and were associated with academic achievement. Both mediated differences in poor children’s achievement. Mediation was both direct and indirect, operating through cognitive stimulation and parental warmth. (Author abstract)

    Poor children begin school with fewer academic skills than their nonpoor peers, and these disparities translate into lower achievement, educational attainment, and economic stability in adulthood. Child poverty research traditionally focuses on urban or rural poor, but a shifting spatial orientation of poverty necessitates a richer examination of how urbanicity intersects with economic disadvantage. Combining geospatial administrative data with longitudinal survey data on poor children from kindergarten through second grade (N ≈ 2,950), this project explored how differences in community-level resources and stressors across urbanicity explain variation in achievement. Resources and stressors increased in more urbanized communities and were associated with academic achievement. Both mediated differences in poor children’s achievement. Mediation was both direct and indirect, operating through cognitive stimulation and parental warmth. (Author abstract)

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