Child Care and Early Education Research Connections

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Explore our collection of gray research literature (e.g., publicly available reports and briefs published by government agencies, and for-profit and nonprofit organizations), peer-reviewed journal articles, survey instruments, webinars, and descriptions of projects funded by the Office of Planning, Research, and Evaluation. Learn more about the scope of our collection.

You can filter your results by keyword, date, resource type, topic, location (state in which the data were collected), grant (federally funded grant that supported the research), publisher, funder, and author. And you can indicate whether to include resources with data from all states, full text, and peer-reviewed research.

Displaying 1 - 15 out of 17 results
Ursache Alexandra, Gouley Kathleen Kiely, Dawson-McClure Spring, Barajas-Gonzalez R. Gabriela, Calzada Esther J., Goldfeld Keith S., Brotman Laurie Miller, November/December 2020
Reports & Papers
Peer Reviewed
This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant…
Yu Hae Min, September, 2020
Reports & Papers
Peer Reviewed
This study examines relationship dynamics between young immigrant children in an afterschool program, and the ways in which these children become involved in racial discrimination and exclusion whereby one group perceives itself as majority. In…
Fuller Bruce, Leibovitz Talia, Chin Declan, Du Kaitlyn, Garcia Naomi, Kim Yoonjeon, July, 2020
Reports & Papers
The shutdown of child care and preschools will likely worsen gaps in children's early learning, just as the nation revisits racial disparities that persist in public institutions. Can robust pre-k programs – such as New York City's ambitious…
Afterschool Alliance, 2020
Reports & Papers
The Afterschool Alliance’s fourth edition of America After 3PM provides a detailed accounting of the circumstances and conditions of U.S. children during the hours of 3 to 6 p.m. and compares afterschool program participation and unmet demand…
Piazza Peter, Frankenberg Erica, November, 2019
Reports & Papers
In the midst of this social and demographic upheaval, Penn State's Center for Education and Civil Rights (CECR) presents data illustrating the current segregation of preschool children. After reviewing updated data on segregation trends, we outline…
Ullrich Rebecca, Schmit Stephanie, Cosse Ruth, April, 2019
Reports & Papers
This brief examines children's access to CCDBG-funded child care in states by race and ethnicity using publicly available data from fiscal year (FY) 2016, building upon CLASP's previous Disparate Access research. (author abstract)
Schenke Katerina, Nguyen Tutrang, Watts Tyler W., Sarama Julie, Clements Douglas H., August, 2017
Reports & Papers
Peer Reviewed
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated…
Walker Christina, Schmit Stephanie, December, 2016
Reports & Papers
A recent CLASP analysis found that access to child care subsidies is sharply limited for all eligible children, but even more so for particular racial and ethnic groups and in particular states. A striking finding is that eligible Latino children…
Frankenberg Erica, October, 2016
Reports & Papers
This report aims to begin to understand the extent to which young children enrolled in school-based preschools are in racially diverse settings. (author abstract)
Potter Halley, 20 September, 2016
Reports & Papers
This report uses data on student enrollment in 2014-2015, the first year of New York City's expanded universal pre-K program and most recent year of data available from the New York City Department of Education, to compare racial and ethnic…
Marti Maria, Bonillo Albert, Jane Maria Claustre, Fisher Elisa M., Duch Helena, July, 2016
Reports & Papers
Peer Reviewed
Supportive mother-child interactions promote the development of social-emotional competence. Poverty and other associated psychosocial risk factors have a negative impact on mother-child interaction. In spite of Latino children being…
Calzada Esther J., Barajas-Gonzalez R. Gabriela, Dawson-McClure Spring, Huang Keng-Yen, Palamar Joseph, Kamboukos Dimitra, Brotman Laurie Miller, November, 2015
Reports & Papers
Peer Reviewed
At least half of the well-documented achievement gap for low-income Black children is already present in kindergarten, due in part to limited opportunities for acquiring foundational skills necessary for school success. There is some evidence that…
McCormick Meghan P., Turbeville Ashley R., Barnes Sophie P., McClowry Sandee Graham, November, 2014
Reports & Papers
Peer Reviewed
Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of…
YMCA of Greater New York, Fordham University. National Center for Schools and Communities, 2004
Reports & Papers
An examination of the relationship between academic achievement of Chinese and Chinese-American at-risk youth living in the Lower East Side and Chinatown neighborhoods of Manhattan who attend YMCA after school programs and the participation of their…
Montes Guillermo, Hoffman Debra S., January, 2004
Reports & Papers
An analysis of the relationship between race and ethnicity and child outcomes in a sample of children attending early childhood programs in Rochester, New York