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Early Head Start Research and Evaluation (EHSRE) Study, 1996-2010: [United States]

Version
v4
Resource Type
Dataset : observational data, survey data
Creator
  • United States Department of Health and Human Services. Administration for Children and Families
Other Title
  • Version 4 (Subtitle)
Publication Date
2004-06-04
Publication Place
Ann Arbor, Michigan
Publisher
  • Inter-University Consortium for Political and Social Research
Funding Reference
  • United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation
Language
English
Free Keywords
Schema: ICPSR
child care; child development; child health; child rearing; early childhood education; Early Head Start; families; infants; parent child relationship; parenting skills; preschool children; toddlers
Description
  • Abstract

    Early Head Start (EHS) programs are comprehensive, two-generation programs that focus on enhancing children's development while strengthening families. Designed for low-income pregnant women and families with infants and toddlers up to age 3, Early Head Start programs strive to achieve their goals by designing program options based on family and community needs. Programs may offer one or more options to families, including a home-based option, a center-based option, a combination option in which families receive a prescribed number of home visits and center-based experiences, and locally designed options, which in some communities include family child care.The Early Head Start Research and Evaluation (EHSRE) Study was conducted by Mathematica Policy Research (MPR) and included five major components: (1) an implementation study; (2) an impact evaluation, using an experimental design; (3) local research studies to learn about pathways to desired outcomes; (4) policy studies to respond to information needs in areas of emerging policy-relevant issues; and (5) continuous program improvement. The study involved 3,001 children and families in 17 sites representing diverse program models, racial/ethnic makeup, urban-rural location, program auspice, and program experience in serving infants and toddlers. Three phases comprise the collection: Birth to Three ("0-3"), Pre-Kindergarten ("PreK") Follow-up and the Elementary School ("G5") Follow-up. A brief description of each phase is provided below:Birth to Three Phase (1996-2001): included a cross-site national study that encompassed an Impact Evaluation and Implementation Study that investigated program impacts on children and families through their time in the program as well as site-specific research conducted by local research projects.; Pre-Kindergarten Follow-up Phase (2001-2005) : built upon the earlier research and followed the children and families who were in the original study from the time they left the Early Head Start program until they entered kindergarten. It was designed to document the long-term consequences of receiving either Early Head Start services or other community services up until age 3 combined with subsequent Head Start or other formal early care and education programs on children's school readiness and parent functioning.; Elementary School Follow-up Phase (2005-2010): assessed children and families when the children were fifth graders or attending their sixth year of formal schooling. The study included direct assessments of children's cognitive, socio-emotional, and physical development; parent interviews; teacher questionnaires; and videotaping of maternal-child interactions. ; The Early Head Start findings are based on a mixture of direct child assessments, observations of children's behavior by in-person interviewers, ratings of videotaped parent-child interactions in standardized ways, ratings of children's behaviors by their parents, and parents' self-reports of their own behaviors, attitudes, and circumstances. Data in this collection were constructed by the Mathematica Policy Research (MPR) researchers for use in their analyses. Very few of the original source variables are present in this public-use file. The constructs came from several data sources: Baseline data, which were collected from the Head Start Family Information System (HSFIS) program application and enrollment forms and the MPR Tracking System. These data contain information on the program status of each case, characteristics of the applicant, mother, and focus child from the MPR Tracking System, summary variables pertaining to all family members, and information on the father, on family circumstances, on the mother's pregnancy, and on the focus child.; Parent services follow-up interviews (PSI) targeted for 6, 15, and 26 months after random assignment. These data contain information on use of services both in and outside of Early Head Start, progress toward economic self-sufficiency, family health, and children's health.; Parent interviews (BPI) targeted for completion when children were 14, 24, and 36 months old. These interviews obtained a large amount of information from the primary caregivers about their child's development and family functioning. Specific questions asked of parents in the parent interview included items about raising a baby, child's health, household composition, child care, mother figure, father figure, family routines, parents' and parent-child activities, child behavior, and stressful events.; Child and family assessments targeted for administration when children were 14, 24, and 36 months old. Field interviewers recorded information from their observations of children's behavior and home environments. Direct child assessments included Bayley Assessments, Peabody Picture Vocabulary Tests (PPVTs), and videotaped semi-structured parent-child interactions.; Child care provider interviews and observations targeted for administration when children were 14, 24, and 36 months old. Interview and observation data were collected from child care providers for children who were in child care arrangements that met particular criteria when they were approximately 14, 24 and 36 months old. Different data collection instruments were used for children in child care centers and children cared for by family child care providers or relatives. Data from both types of providers may be used together for some types of analyses.; Father interviews targeted for collection when children were 24 and 36 months old. In addition to asking mothers about their child's father, biological fathers and father figures in 12 sites were interviewed directly about fathering issues at the time of the 24- and 36-month birthday-related interviews (but not when children were 14 months old).;
  • Abstract

    The Early Head Start Research and Evaluation study was designed to carry out the recommendation of the Advisory Committee on Services for Families with Infants and Toddlers for a strong research and evaluation component to support continuous improvement within the Early Head Start program and to meet the 1994 reauthorization requirement for a national evaluation of the new infant-toddler program.
  • Methods

    The EHSRE study was a rigorous, large-scale, random-assignment evaluation and included an implementation study, an impact study and local research projects.The implementation study consisted of three rounds of site visits to the 17 research programs, one near the time of funding in 1996 and again in 1997 and 1999. The study gathered rich data on the implementation of these first Early Head Start programs. Programs were very dynamic -- findings are reported in two reports -- Leading the Way and Pathways to Quality. The findings were also important in understanding the findings from the impact study, as you will see shortly. The impact study followed 3,001 children from enrollment to age 3. When the families applied to the Early Head Start program, programs accepted applications for twice as many children as could be enrolled. Half were randomly assigned to a control group and half were assigned to a program group. Control group families could not participate in Early Head Start but could receive other community services. So, both groups were the same, except that the program group received Early Head Start and the control group did not. This is important because any differences between the two groups can be attributed to Early Head Start.The local research projects, conducted by university-based researchers partnered with Early Head Start programs, were designed to address specific outcomes and program functions that reflected the uniqueness of each Early Head Start program. The major focus for these local studies was the identification of what mediates and moderates positive child and family development within the context of the specific Early Head Start programs and local communities. These local research studies identified site-specific outcomes and examined intra-site differential impacts and their reasons for them. Local researchers also assisted in the collection of cross-site data collection for the national evaluation.
  • Methods

    ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Standardized missing values.; Created online analysis version with question text.; Checked for undocumented or out-of-range codes..
  • Abstract

    Datasets:

    • DS1: Early Head Start Research and Evaluation (EHSRE) Study, 1996-2010: [United States]
Temporal Coverage
  • Time period: 1996--2010
  • 1996 / 2010
  • Collection date: 1996--2001
  • 1996 / 2001
  • Collection date: 2001--2003
  • 2001 / 2003
  • Collection date: 2007--2009
  • 2007 / 2009
Geographic Coverage
  • United States
Sampled Universe
All applicants, during the sample enrollment period (July 1996 through September 1998 -- with specific duration varying by site), with a child up to 12 months old (including pregnant women in some sites), to 17 selected Early Head Start programs. The selected programs were located in Russellville, Arkansas, Venice, California, Denver, Colorado (two programs), Marshalltown, Iowa, Kansas City, Kansas, Jackson, Michigan, New York City, New York, Kansas City, Missouri, Pittsburgh, Pennsylvania, Sumter, South Carolina, McKenzie, Tennessee, Logan, Utah, Alexandria, Virginia, Kent, Washington, Sunnyside, Washington, and Brattleboro, Vermont.
Sampling
All eligible applicants to 17 selected Early Head Start programs were randomly assigned to the program or control group. All cases were targeted for all rounds of data collection, and all data collected are in the public-use file (with the exception of a small number of cases excluded to protect confidentiality).
Note
2011-09-27 The SAS macro names were changed in the files "Program-fmt.sas" and "Program-fmt_stmt.sas". Missing Value Labels for these variables were removed: CMTHS, C5BMIZ, B5PEDSUP, B5PEDSUPE, B5EDSUPI. The Variable List and Parent Interview Crosswalk were moved in the codebook and now appear starting on page 7.2011-09-22 The data and documentation were completely updated. Previously, the data contained information for the "0-3" phase and now contain data for all 3 phases: "0-3", "PreK," and "Grade 5." The documentation was revised so that there is one User Guide per phase and one Codebook (with appendices) for all phases combined. An overview of the entire data collection is provided beginning on page 4 of each PDF.2010-05-11 The PDF documentation has been updated. Specifically, parts of the codebook were edited for grammar and formatting. In the dataset, missing values were adjusted for five variables: POVRATIO, B0P_CDAT, P0_DATE, P1_DATE, and P2_DATE.2008-06-18 The data files were revised, variable labels and value labels refined, and documentation updated. Specifically, the Explanation of Measures document was combined with the codebook reducing the number of study documents to 3.2008-02-18 The data producer revised the data file, adding 155 variables and dropping 24 variables. The accompanying documentation files, including the Codebook and Explanation of Measures have been updated to reflect these changes. Stata data and setup files have been added to this collection.2004-10-20 PDF documentation was updated further. Specifically, variable labels, descriptions, and derivation information were reworded. Also, an additional PDF document was added, entitled "Measures," describing the measures used in the study.2004-08-12 URLs in RELATED.PUBS field were updated.2004-08-10 PDF documentation was updated. Specifically, variable labels, descriptions, and derivation information were reworded and some frequencies were added to the codebook. Funding institution(s): United States Department of Health and Human Services. Administration for Children and Families. Office of Planning, Research and Evaluation (105-95-1936).
Availability
Download
This version of the study is no longer available on the web. If you need to acquire this version of the data, you have to contact ICPSR User Support (ICPSR-help@umich.edu).
Alternative Identifiers
  • 3804 (Type: ICPSR Study Number)
Relations
  • Is previous version of
    DOI: 10.3886/ICPSR03804.v5
  • Is new version of
    DOI: 10.3886/ICPSR03804.v3
Publications
  • Anderson, Sheila, St. George, Jennifer, Roggman, Lori A.. Measuring the quality of early father-child rough and tumble play: Tools for practice and research. Child and Youth Care Forum.48, (4), 1-27.2019.
  • Fujimoto, Ken, Gordon, Rachel A., Hofer, Kerry G., Peng, Fang. Examining the category functioning of the ECERS-R across eight data sets. AERA Open.4, (1), 1-16.2018.
    • ID: 10.1177/2332858418758299 (DOI)
  • Jeon, Hyun-Joo, Luze, Gayle J., Peterson, Carla A., Swanson, Mark, Wall, Shavaun. Using early indicators of academic risk to predict academic skills and socioemotional functioning at age 10. Journal of Educational Psychology.110, (4), 483-501.2018.
    • ID: 10.1037/edu0000230 (DOI)
  • McKelvey, Lorraine, Bradley, Robert H., Edge, Nicola A. Conners, Mesman, Glenn R., Whiteside-Mansell, Leanne. Adverse experiences in infancy and toddlerhood: Relations to adaptive behavior and academic status in middle childhood. Child Abuse and Neglect.82, 168-177.2018.
    • ID: 10.1016/j.chiabu.2018.05.026 (DOI)
  • Mortensen, Jennifer A., Barnett, Melissa A.. Emotion regulation, harsh parenting, and teacher sensitivity among socioeconomically disadvantaged toddlers in child care. Early Education and Development.29, (2), 143-160.2018.
    • ID: 10.1080/10409289.2017.1371560 (DOI)
  • Palermo, Francisco, Carlo, Gustavo, Ispa, Jean M., Streit, Cara. Economic hardship during infancy and U.S. Latino preschoolers' sociobehavioral health and academic readiness. Developmental Psychology.54, (5), 890-902.2018.
    • ID: 10.1037/dev0000476 (DOI)
  • Paschall, Katherine W., Mastergeorge, Ann M.. A longitudinal, person-centered analysis of Early Head Start mothers' parenting. Infant Mental Health Journal.39, (1), 70-84.2018.
    • ID: 10.1002/imhj.21686 (DOI)
  • Prendergast, Sarah, MacPhee, David. Parental contributors to children's persistence and school readiness. Early Childhood Research Quarterly.45, (4th Quarter), 31-44.2018.
    • ID: 10.1016/j.ecresq.2018.05.005 (DOI)
  • Bocknek, Erika London, Brophy-Herb, Holly, Dayton, Carolyn, Fitzgerald, Hiram, Raveau, Hasti A., Richardson, Patricia. Routine active playtime with fathers is associated with self-regulation in early childhood. Merrill-Palmer Quarterly.63, (1), 105-134.2017.
    • ID: https://digitalcommons.wayne.edu/mpq/vol63/iss1/8 (URL)
  • Cabrera, Natasha J., Aldoney, Daniela, Karberg, Elizabeth, Malin, Jenessa L.. The magic of play: Low-income mothers' and fathers' playfulness and children's emotion regulation and vocabulary skills. Infant Mental Health Journal.38, (6), 757-771.2017.
  • Harewood, Tamesha, Vallotton, Claire D., Brophy-Herb, Holly. More than just the breadwinner: The effects of fathers' parenting stress on children's language and cognitive development. Infant and Child Development.26, (2), 1-19.2017.
    • ID: 10.1002/icd.1984 (DOI)
  • Ispa, Jean M., Chang, Su-Russell, Palermo, Francisco, Carlo, Gustavo. The interplay of maternal sensitivity and toddler engagement of mother in predicting self-regulation. Developmental Psychology.53, (3), 425-435.2017.
    • ID: 10.1037/dev0000267 (DOI)
  • Mesman, G.R., Edge, N.A., McKelvey, L.M., Pemberton, Joy L., Holmes, Khiela J.. Effects of maternal depression symptoms and alcohol use problems on child internalizing and externalizing behavior problems. Journal of Child and Family Studies.26, (9), 2485-2494.2017.
    • ID: 10.1007/s10826-017-0748-y (DOI)
  • O'Neal, Colleen, Atapattu, Ranga, Berlin, Lisa, Brooks-Gunn, Jeanne, Weston, Lynsey. Maternal responsivity to infants in the 'High Chair' assessment: Longitudinal relations with toddler outcomes in a diverse, low-income sample. Infant Behavior & Development.47, 125-137.2017.
    • ID: 10.1016/j.infbeh.2017.04.002 (DOI)
  • Bohlander, Aidan H.. Predicting Later Childhood Success in Low-income Families: A Longitudinal Study of Early Parental Caregiving and Child Attentional Regulation. dissertation, Catholic University of America. 2016.
  • Bornstein, Marc H., Hahn, Chun-Shin, Putnick, Diane L.. Stability of core language skill across the first decade of life in children at biological and social risk. Journal of Child Psychology and Psychiatry and Allied Disciplines.2016.
    • ID: 10.1111/jcpp.12632 (DOI)
  • Conners-Burrow, Nicola A., McKelvey, Lorraine, Perry, Deborah, Whiteside-Mansell, Leanne, Kraleti, Shashank, Mesman, Glenn, Holmes, Khiela, Kyzer, Angela. Low-level symptoms of depression in mothers of young children are associated with behavior problems in middle childhood. Maternal and Child Health Journal.20, (3), 516-524.2016.
    • ID: 10.1007/s10995-015-1849-0 (DOI)
  • Duursma, Elisabeth. Who does the reading, who the talking?: Low-income fathers and mothers in the US interacting with their young children around a picture book. First Language.36, (5), 465-484.2016.
    • ID: 10.1177/0142723716648849 (DOI)
  • Harmeyer, Erin, Carlo, Gustavo, Ispa, Jean M., Palermo, Francisco. Predicting self-regulation and vocabulary and academic skills at kindergarten entry: The roles of maternal parenting stress and mother-child closeness. Early Childhood Research Quarterly.37, 153-164.2016.
    • ID: 10.1016/j.ecresq.2016.05.001 (DOI)
  • Klein, Ashley Kopack, Kemmerer, Charlene, Lim, Grace, West, Jerry. Early Head Start Research and Evaluation Project (EHSREP): 1996-2010 Measures Compendium. OPRE Report 2016-101.Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. 2016.
    • ID: https://www.acf.hhs.gov/sites/default/files/opre/ehsrep_measures_final_508.pdf (URL)
  • Pituch, Keenan A., Chang, Wanchen, Whittaker, Tiffany A.. Multivariate models for normal and binary responses in intervention studies. American Journal of Evaluation.37, (2), 270-286.2016.
    • ID: 10.1177/1098214015626297 (DOI)
  • Roggman, Lori A., Boyce, Lisa K., Christiansen, Katie, Cook, Gina A., Innocenti, Mark S., Norman, Vonda K. Jump, Peterson, Carla A.. Home visit quality variations in two Early Head Start programs in relation to parenting and child vocabulary outcomes. Infant Mental Health Journal.37, (3), 193-207.2016.
    • ID: 10.1002/imhj.21565 (DOI)
  • Yingling, Marissa E., Bell, Bethany A.. The role of parental involvement in trajectories of aggression in children from 24 months to Pre-Kindergarten using growth curve models. Children and Youth Services Review.67, 270-276.2016.
    • ID: 10.1016/j.childyouth.2016.01.019 (DOI)
  • Douglass, Amy G.. Early Head Start and Child Development to Age 5: A Longitudinal Study of Direct and Indirect Effects through Parenting. dissertation, George Washington University. 2015.
  • Evans, Sara Z.. Predictors of discipline severity among at-risk toddlers. Children and Youth Services Review.50, 88-95.2015.
    • ID: 10.1016/j.childyouth.2015.01.011 (DOI)
  • Goodrich, Samantha, Mudrick, Hannah B., Robinson, JoAnn. The transition from early child care to preschool: Emerging toddler skills and readiness for group-based learning. Early Education and Development.26, (7), 1035-1056.2015.
    • ID: 10.1080/10409289.2015.1006978 (DOI)
  • McKelvey, Lorraine, Bocknek, Erika L., Brophy-Herb, Holly, Cunningham-DeLuca, Mary, Fitzgerald, Hiram, Hawver, Marshelle, Reischl, Thomas M., Schiffman, Rachel F.. Examining long-term effects of an infant mental health home-based Early Head Start program on family strengths and resilience. Infant Mental Health Journal.36, (4), 353-365.2015.
    • ID: 10.1002/imhj.21518 (DOI)
  • Paschall, Katherine W., Barnett, Melissa A., Gonzalez, Henry, Mastergeorge, Ann M., Mortensen, Jennifer A.. Children's negative emotionality moderates influence of parenting styles on preschool classroom adjustment. Journal of Applied Developmental Psychology.39, 1-13.2015.
    • ID: 10.1016/j.appdev.2015.04.009 (DOI)
  • Ferretti, Larissa K., Bub, Kristen L. The influence of family routines on the resilience of low-income preschoolers. Journal of Applied Developmental Psychology.35, (3), 168-180.2014.
    • ID: 10.1016/j.appdev.2014.03.003 (DOI)
  • Green, Beth L., Ayoub, Catherine, Bartlett, Jessica D., Chazan-Cohen, Rachel, Furrer, Carrie J., Klevens, Joanne, Vallotton, Claire, Von Ende, Adam. The effect of Early Head Start on child welfare system involvement: A first look at longitudinal child maltreatment outcomes. Children and Youth Services Review.42, 127-135.2014.
    • ID: 10.1016/j.childyouth.2014.03.044 (DOI)
  • Martoccio, Tiffany L., Brophy-Herb, Holly, Onaga, Esther E.. Road to readiness: Pathways from low-income children's early interactions to school readiness skills. Infants and Young Children.27, (3), 193-206.2014.
    • ID: 10.1097/IYC.0000000000000014 (DOI)
  • Raikes, Helen, Brooks-Gunn, Jeanne, Chazan-Cohen, Rachel, Peterson, Carla A., Roggman, Lori A., Schiffman, Rachel F., Zhang, Xiaoyun. Theories of change and outcomes in home-based Early Head Start programs. Early Childhood Research Quarterly.29, (4), 574-585.2014.
    • ID: 10.1016/j.ecresq.2014.05.003 (DOI)
  • Thomas, Mark D.. Father Involvement in Low-Income Families: Evidence on Predictors of Involvement from Two Large Scale Maternal-child Health Datasets. Dissertation, Syracuse University. 2014.
  • Brophy-Herb, Holly E., Zajicek-Farber, Michaela L., Bocknek, Erika L., McKelvey, Lorraine M., and Stansbury, Kathy. Longitudinal connections of maternal supportiveness and early emotion regulation to children’s school readiness in low-income families. Journal of the Society for Social Work and Research.4, (1), 2-19.2013.
    • ID: 10.5243/jsswr.2013.1 (DOI)
  • Donnalley, Grace E.. Maternal Knowledge and the Relationship Between Home Environment and Child Development. Thesis, Colorado State University. 2013.
  • Green, Sheridan. Assessing Sensitivity of Early Head Start Study Findings to Manipulated Randomization Threats. dissertation, University of Northern Colorado. 2013.
  • Jung, Eunju, Raikes, Helen, Chazan-Cohen, Rachel. Maternal depressive symptoms and behavior problems in preschool children from low-income families: Comparison of reports from mothers and teachers. Journal of Child and Family Studies.22, (6), 757-768.2013.
    • ID: 10.1007/s10826-012-9630-0 (DOI)
  • Keys, Tran D., Farkas, George, Burchinal, Margaret R., Duncan, Greg J., Vandell, Deborah L., Li, Weilin, Ruzek, Erik A., Howes, Carollee. Preschool center quality and school readiness: Quality effects and variation by demographic and child characteristics. Child Development.84, (4), 1171-1190.2013.
    • ID: 10.1111/cdev.12048 (DOI)
  • Love, John M., Brooks-Gunn, Jeanne, Chazan-Cohen, Rachel, Raikes, Helen. What makes a difference?: Early Head Start evaluation findings in a developmental context [Special issue]. Monographs of the Society for Research in Child Development.78, (1), 2013.
    • ID: 10.1111/j.1540-5834.2012.00699.x (DOI)
  • Mayer, Lynn M., Blome, Wendy W.. The importance of early, targeted intervention: The effect of family, maternal, and child characteristics on the use of physical discipline. Journal of Human Behavior in the Social Environment.23, (2), 144-158.2013.
    • ID: 10.1080/10911359.2013.747406 (DOI)
  • Peterson, Carla A., Carta, Judith J., Eshbaugh, Elaine M., Jeon, Hyun-Joo, Luze, Gayle J., Swanson, Mark, Wall, Shavaun. Identification of disabilities and service receipt among preschool children living in poverty. The Journal of Special Education.47, (1), 28-40.2013.
    • ID: 10.1177/0022466911407073 (DOI)
  • Anderson, Sheila. Dads' Parent Interactions with Children-Checklist of Observations Linked to Outcomes (PICCOLO-D): Developing an Observational Measure of Father-Child Interaction. unpublished doctoral dissertation, Utah State University. 2012.
  • Auger, Anamarie, Duncan, Greg J.. Child Care and Community Services: Characteristics of Service Use and Effects on Parenting. University of California, Irvine. 2012.
  • Cook, Gina A., D'zatko, Kim, Roggman, Lori A.. A person-oriented approach to understanding dimensions of parenting in low-income mothers. Early Childhood Research Quarterly.27, (4), 582-595.2012.
    • ID: 10.1016/j.ecresq.2012.06.001 (DOI)
  • Habtu, Meron A.. The Role of Early Head Start in School Readiness. dissertation, Clemson University. 2012.
  • Harden, Brenda J., Chazan-Cohen, Rachel, Raikes, Helen, Vogel, Cheri. Early Head Start home visitation: The role of implementation in bolstering program benefits. Journal of Community Psychology.40, (4), 438-455.2012.
  • McKelvey, Lorraine M., Burrow, Nicola A., Mesman, Glenn R., Pemberton, Joy L., Bradley, Robert H., Fitzgerald, Hiram E.. Supportive fathers lessen the effects of mothers' alcohol problems on children's externalizing behaviors. Family Science.3, (3-4), 189-200.2012.
    • ID: 10.1080/19424620.2012.783427 (DOI)
  • Peterson, Carla A., Atwater, Jane, Chazan-Cohen, Rachel, Green, Beth L., Korfmacher, Jon, McKelvey, Lorraine, Roggman, Lori A., Zhang, Dong. Family Participation and Involvement in Early Head Start Home Visiting Services: Relations with Longitudinal Outcomes. Solving Social Ills Through Early Childhood Home Visiting.Washington, DC: Pew Center on the States. 2012.
    • ID: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1000&context=hdfs_reports (URL)
  • Vallotton, Claire, Ayoub, Catherine, Brophy-Herb, Holly, Harewood, Tamesha, Mastergeorge, Ann M., Pan, Barbara A.. Buffering boys and boosting girls: The protective and promotive effects of Early Head Start for children's expressive language in the context of parenting stress. Early Childhood Research Quarterly.27, (4), 695-707.2012.
    • ID: 10.1016/j.ecresq.2011.03.001 (DOI)
  • Ayoub, Catherine, Mastergeorge, Ann M., Vallotton, Claire. Developmental pathways to integrated social skills: The roles of parenting and early intervention. Child Development.82, (2), 583-600.2011.
    • ID: 10.1111/j.1467-8624.2010.01549.x (DOI)
  • Berlin, Lisa, Green, Beth L., Robinson, JoAnn, Roggman, Lori A., Spieker, Susan, Whiteside-Mansell, Leanne. Testing maternal depression and attachment style as moderators of Early Head Start's effects on parenting. Attachment and Human Development.13, (1), 49-67.2011.
  • Bradley, Robert H., McKelvey, Lorraine, Whiteside-Mansell, Leanne. Does the quality of stimulation and support in the home environment moderate the effect of early education programs?. Child Development.82, (6), 2110-2122.2011.
    • ID: 10.1111/j.1467-8624.2011.01659.x (DOI)
  • Cabrera, Natasha J., Cook, Gina A., McFadden, Karen E., Bradley, Robert H.. Father residence and father-child relationship quality: Peer relationships and externalizing behavioral problems. Family Science.2, 109-119.2011.
    • ID: 10.1080/19424620.2011.639143 (DOI)
  • Conners-Burrow, Nicola A., Fussell, Jill J., McKelvey, Lorraine. Social outcomes associated with media viewing habits of low-income preschool children. Early Education and Development.22, (2), 256-273.2011.
    • ID: 10.1080/10409289.2011.550844 (DOI)
  • Duursma, Elisabeth, Pan, Barbara A.. Who's reading to children in low-income families?: The influence of paternal, maternal and child characteristics. Early Child Development and Care.181, (9), 1163-1180.2011.
    • ID: 10.1080/03004430.2010.520161 (DOI)
  • Howes, Carollee, Fuligni, Allison S., Lee, Linda, Obregon, Nora, Spivak, Asha L., Guerra, Alison W., Zucker, Eleanor. Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language. Early Childhood Research Quarterly.26, (4), 399-408.2011.
    • ID: 10.1016/j.ecresq.2011.02.004 (DOI)
  • Jeon, Hyun-Joo, Peterson, Carla A., Wall, Shavaun, Carta, Judith J., Luze, Galye, Eshbaugh, Elaine M., Swanson, Mark. Predicting school readiness for low-income children with disability risks identified early. Exceptional Children.77, (4), 435-452.2011.
  • Rafferty, Yvonne, Griffin, Kenneth W., Lodise, Michelle. Adolescent motherhood and developmental outcomes of children in Early Head Start: The influence of maternal parenting behaviors, well-being, and risk factors within the family setting. American Journal of Orthopsychiatry.81, (2), 228-245.2011.
    • ID: 10.1111/j.1939-0025.2011.01092.x (DOI)
  • Bohlander, Amy. The Influence of Poverty Correlates on Cognitive Ability of Toddlers in the Early Head Start Program. dissertation, University of Washington. 2010.
  • Chapin, Laurie A., Altenhofen, Shannon. Neurocognitive perspectives in language outcomes of Early Head Start: Language and cognitive stimulation and maternal depression. Infant Mental Health Journal.31, (5), 486-498.2010.
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  • Cook, Gina A.. Environmental and Developmental Indicators in Early Childhood: Relations to Second-grade Reading Comprehension. Dissertation, Utah State University. 2010.
  • Friberg, Brianne. Testing Theoretical Models of Aggression and Sustained Attention Development within the Context of Early Head Start. Dissertation, University of Wisconsin. 2010.
  • Kelley, Catherine E.. The Impact of Maternal Mental Health on Parenting Quality and Child Outcomes in Early Head Start. Thesis, Georgetown University. 2010.
  • Mistry, Rashmita S., Benner, Aprile D., Biesanz, Jeremy C., Clark, Shaunna L., Howes, Carollee. Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes. Early Childhood Research Quarterly.25, (4), 432-449.2010.
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Update Metadata: 2019-09-04 | Issue Number: 5 | Registration Date: 2015-06-30

United States Department of Health and Human Services. Administration for Children and Families (2004): Early Head Start Research and Evaluation (EHSRE) Study, 1996-2010: [United States]. Version 4. Version: v4. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. http://doi.org/10.3886/ICPSR03804.v4