The Effects of School Calendar Type on Maternal Employment across Racial Groups: A Story of Child Care Availability

2013 ◽  
Vol 103 (3) ◽  
pp. 279-283 ◽  
Author(s):  
Jennifer Graves
Keyword(s):  
Child Care ◽  
School Districts ◽  
Maternal Employment ◽  
Racial Groups ◽  
School Calendar ◽  
School Aged Children ◽  
Year Round School ◽  
Academic Calendar ◽  
White School ◽  
Care Availability

This paper presents evidence that school districts' use of an alternative academic calendar, the year-round school calendar, results in a reduction in maternal employment for women with school-aged children that varies in magnitude across racial groups. Negative employment effects are larger in districts with a particularly high proportion white and smaller in districts with a particularly high proportion of minorities. The larger effects in primarily white school districts is not likely to be explained by income differences, yet could potentially be explained by the lower reliance on relatives for child care among whites than minorities.

scholarly journals Child Care Availability, Quality and Affordability: Are Local Problems Related to Labour Supply?*

2011 ◽  
Vol 87 (276) ◽  
pp. 109-124 ◽  
Author(s):  
ROBERT BREUNIG ◽  
ANDREW WEISS ◽  
CHIKAKO YAMAUCHI ◽  
XIAODONG GONG ◽  
JOSEPH MERCANTE
Keyword(s):  
Child Care ◽  
Labour Supply ◽  
Local Problems ◽  
Care Availability

Effects of Child Care on Psychological Development: Issues and Future Directions for Research

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1069-1070
Author(s):  
Sarah L. Friedman ◽  
Jeanne Brooks-Gunn ◽  
Deborah Vandell ◽  
Marsha Weinraub
Keyword(s):  
Child Care ◽  
Maternal Employment ◽  
Cultural Beliefs ◽  
Work Force ◽  
Psychological Research ◽  
Psychological Development ◽  
Older Children ◽  
Social Trends ◽  
Study Child

Research about the effects of child care on the psychological development of children has been stimulated by social reality. Industrialized societies, including the US, have witnessed two simultaneous social trends: an increase in the number of mothers in the work force and a decrease in the age at which children enter child-care arrangements.1-3 These trends, in conjunction with cultural beliefs, psychological theories, and research findings emphasizing the important role of mothers in early child development,4-6 have motivated researchers to investigate the effects of maternal employment and of child care on the development of infants and older children. Issues facing developmental psychologists who study child care and its effect on children's development are theoretical, methodological, and budgetary. The waves of psychological research about child care1 reflect changes in conceptual emphasis: Originally, it seemed sufficient to compare children reared in any child-care context with those reared by the mother as the primary care provider. As the results from these investigations were accumulating, investigators recognized a need to focus on variations in the quality of child-care arrangements and to relate these to children's psychological development. Because of issues of access to child-care arrangements, much of the research on quality of care that was generated pertained to center-based care. Most recently, investigators have turned their attention to the relationship between demographic characteristics of families and their choices of child-care arrangements for their children. Even though the research appeared in waves, they all continue to coexist and they all elaborate and enrich our knowledge. Investigators are now interested in weaving the earlier lines of research into a more comprehensive framework.

Abstract WP225: What Do Kids Know? An Assessment of Stroke Awareness in School-aged Children

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Mouhammed R Kabbani ◽  
Angela L Smith ◽  
Andrew J Borgert ◽  
Luis D Ramirez ◽  
Andrea J Schossow
Keyword(s):  
High School ◽  
High School Students ◽  
School Districts ◽  
Warning Signs ◽  
School Level ◽  
Medical Emergency ◽  
School Age Children ◽  
School Aged Children ◽  
The Impact ◽  
Stroke Knowledge

Introduction: Half of grade school-age children in the U.S. receive after school care from their grandparents or another adult family member. Yet, few studies have investigated if educating youth about stroke is an effective vehicle for spreading stroke knowledge to their families and the impact on onset-to-door time. Objective: To assess the level of knowledge about stroke warning signs and behavioral actions in school-aged children. Methods: Surveys differentiated to each school level- elementary (K-5), middle (6-8) and high school (9-12) - were administered to students in 3 community school districts. 6-8 and 9-12 grade students completed the surveys via an online tool, while K-5 students were guided through a picture-based survey. Topics included identifying the signs and symptoms of a stroke, risk factors for stroke and what action to take if the student thought someone was having a stroke. Results: Among 3 participating school districts, 3,425 elementary, 1,239 middle school and 1,594 high school students were surveyed. Less than half (43.7%) of K-5 students recognized 3 main signs of stroke (face, arm and speech). Stroke knowledge level is low among all students in elementary, middle and high school (Figure 1). Previous education was reported in 22% of K-5, 53% in 6-8 and 15% in 9-12 students. Those noting previous stroke education had increased knowledge at all 3 levels (p<0.001, p=0.002 and p<0.001). Total previous education occurring in school was reported at 11%. Conclusions: Children know how to respond to a medical emergency, yet their knowledge about the signs of a stroke is low. Educating youth increases their awareness regardless of age, making the student population a prime target for educational efforts. We plan to partner with school districts to develop curriculum appropriate for the elementary, middle and high school as the next step to increasing awareness about stroke.

Child Care and Child Care Policy: Existing Policies, Their Effects, and Reforms

2019 ◽  
Vol 686 (1) ◽  
pp. 310-338 ◽  
Author(s):  
V. Joseph Hotz ◽  
Matthew Wiswall
Keyword(s):  
United States ◽  
Child Care ◽  
Low Income ◽  
Maternal Employment ◽  
The United States ◽  
Care Services ◽  
Children And Parents ◽  
Provide Child Care ◽  
Policies And Programs ◽  
Low Income Mothers

We analyze policies that support and affect the provision and costs of child care in the United States. These policies are motivated by at least three objectives: (1) improving the cognitive and social development of young children, (2) facilitating maternal employment, and (3) alleviating poverty. We summarize this policy landscape and the evidence on the effects they have on the development of children and parents. We provide a summary of the use and costs of nonparental child care services; and we summarize existing policies and programs that subsidize child care costs, provide child care to certain groups, and regulate various aspects of the services provided in the United States. We then review the evidence on the effects that child care policies have on these objectives. We go on to discuss the existing evidence of their effects on various outcomes. Finally, we outline three reform proposals that will both facilitate work by low-income mothers and improve the quality of child care that their children receive.

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