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The 2021-2022 Study of Family and Staff Well-Being in Head Start FACES Programs (2021-2022 study), builds on the Head Start Family and Child Experiences Survey (FACES), which has been a source of national information about Head Start programs and participants since 1997. The motivation and goals of the Study of Family and Staff Well-Being in Head Start Family and Child Experiences Survey Programs (the 2021-2022 study) came from a need that arose as the COVID-19 pandemic continued into another year of affecting Head Start families' and staff's lives. The 2021-2022 study included two components. Firstly, the Program, Staff, and Family Study , was conducted in 60 programs, and included the collection of parent surveys and Teacher Child Reports (TCRs) in fall 2021 and spring 2022, as well as a teacher survey in fall 2021. Secondly, the Program and Staff Study , conducted in the 60 programs participating in the Program, Staff, and Family Study plus an additional 120 programs, included the collection of program director, center director, and teacher surveys in spring 2022. The 2021-2022 study aimed to describe the national population of Head Start programs, centers, teachers, classrooms, and children during the 2021-2022 program year. However, the Data Producers were unable to fully meet this goal because of challenges related to the COVID-19 pandemic. A nationally representative sample of Head Start programs was selected. However, fewer of the programs participated than expected. Probability samples of centers, teachers, and children within the participating programs were selected. Weights are available for analysis to account for the probability that children and their teachers, centers, and programs were selected for the study. This lessens the risk of bias due to study non-participation and survey nonresponse; and provide results that represent, to the extent possible, all programs, centers, teachers, classrooms, and children in Head Start. The responding sample may not fully represent the population due to higher-than-expected non-response that may not have been adequately addressed with weighting adjustments. Despite these limitations, the 2021-2022 study sample design supports many analyses for programs and teachers, as well as children. The data from the programs in the Program, Staff, and Family Study can address questions about the children and parents who participate in the program, including about children's development across one year in the Head Start program for both newly entering children and those returning for a second year. The study also supports research questions related to subgroups of interest, such as families with low income and specific racial/ethnic groups, as well as policy issues that emerge during the study. In addition, the research questions investigate the characteristics of Head Start programs, centers, and teachers, and the classrooms they teach. Users can use the same data to answer questions about the relationships between program and classroom characteristics and child and family well-being. The data from the larger sample of programs in the Program and Staff Study are most useful for answering questions about Head Start programs, classrooms, teachers, and program and center directors.

The Head Start Family and Child Experiences Survey (FACES) is a major source of information on Head Start programs and the children and families they serve. Since 1997, FACES has conducted studies in a nationally representative sample of Head Start programs, but has historically not included Region XI (programs operated by federally-recognized tribes), whose programs are designed to serve predominantly American Indian and Alaska Native (AI/AN) children and families. The American Indian and Alaska Native Head Start Family and Child Experiences Survey 2015 (AI/AN FACES 2015), the first national study of Region XI AI/AN Head Start children and families, is designed to fill this information gap. The design of AI/AN FACES 2015 has been informed by members of the AI/AN FACES 2015 Workgroup which includes tribal Head Start directors, researchers with expertise working with tribal communities, Mathematica Policy Research study staff, and federal officials from the Office of Head Start, Region XI, and the Office of Planning, Research and Evaluation. Building on FACES as the foundation, members of the AI/AN FACES 2015 Workgroup have shared insights and information on the kinds of information needed about children and families served by Region XI AI/AN Head Start programs (including children's development and school readiness, parent and family demographics, health, and program engagement, and teacher, classroom, and program characteristics). Members also provided input on recruitment practices and study methods that are responsive to the unique cultural and self-governing contexts of tribal Head Start programs. Data collection with Region XI children, families, classrooms, and programs took place in the Fall of 2015 and the Spring of 2016. Twenty-one Region XI Head Start programs participated. Procedures for tribal review and approval in each of those 21 communities were followed. Information about this study has been shared broadly with tribal Head Start programs and tribal leaders via OHS tribal consultations, nationally-broadcast webinars, National Indian Head Start Directors' Association Board of Directors (NIHSDA) annual conferences, the 2016 ACF National Research Conference on Early Childhood, and the Secretary's Tribal Advisory Council (STAC) December 2014 and 2016 meetings.

Historically there has been little information about children attending Region XI Head Start programs (programs operated by federally recognized tribes); however, in 2015 the first AIAN FACES study provided a national picture of children, families, and programs in Region XI. Native voices were at the forefront of this study in the AIAN FACES 2015 Workgroup, comprised of Region XI Head Start directors, researchers, and federal officials. AIAN FACES 2019 is the second round of this national study of Region XI Head Start children and families and their experiences in Head Start programs and classrooms. The AIAN FACES 2019 study design is the same as the design for AIAN FACES 2015. AIAN FACES 2019 convened its own workgroup with a composition similar to the 2015 workgroup. The AIAN FACES 2019 Workgroup provided advice on study activities from measurement updates to data collection and dissemination. AIAN FACES 2019 sought to (1) describe the strengths and needs of all children in Region XI, (2) provide an accurate picture of all children and families who participate in Region XI (AIAN and non-AIAN), and (3) understand the cultural and linguistic experiences of Native children and families in Region XI AIAN Head Start. Data collection with Region XI children, families, classrooms, and programs took place in the fall of 2019 and the spring of 2020. In both fall and spring, the study collected data from parent surveys and teacher child reports. In fall 2019, the study conducted direct child assessments. In spring 2020, teachers, center directors, and program directors completed surveys. Twenty-two Region XI Head Start programs participated. The study followed procedures for tribal review and approval in each of those 22 communities. AIAN FACES 2019 also planned to conduct direct child assessments and classroom observations in spring 2020. Due to the COVID-19 (for coronavirus disease 2019) pandemic, AIAN FACES cancelled in-person data collection (direct child assessments and classroom observations) after the second week of March, 2020. Therefore, the study was only able to collect direct child assessment and classroom observation data in seven of its 22 programs. For more information on the spring 2020 direct child assessments and classroom observations, see the Spring 2020 Partial Sample User's Manual. Researchers may request access to the Spring 2020 Partial Sample Data File containing these partial data from direct child assessments and classroom observations as part of their application. The data are provided in a separate file for exploratory purposes only. These partial data cannot be used to develop estimates representing Region XI children as a whole.

The overall goal of the Baby's First Years study is to assess the causal role played by household income in affecting children's early cognitive, socio-emotional, and brain development. Recent advances in developmental neuroscience suggest that experiences early in life have profound and enduring impacts on the developing brain. Family economic resources shape the nature of many of these experiences, yet the extent to which they affect children's development is unknown. The Baby's First Years project is the first randomized controlled trial to provide estimates of the causal impacts of unconditional cash gifts on the cognitive, socio-emotional, and brain development of infants and young children in low-income U.S. families. Specifically, 1,000 recruited mothers of infants with incomes below the federal poverty line from four diverse U.S. communities are receiving monthly cash gift payments by debit card. Mothers were initially told the gifts would last for the first 40 months of their child's life, but we have secured funding to continue the payments for three additional years (i.e., for a total of 76 months). Parents in the high cash gift group (n=400 in the study sample) are receiving a cash gift of $333 per month ($4,000 per year), while parents in the low cash gift group (n=600) are receiving a nominal monthly gift payment of $20 ($240 per year), also for 76 months. In order to measure the impacts of the unconditional cash gift income on children's cognitive and behavioral development, we are assessing high and low cash gift group differences at ages 4, 6, and 8 (and, for a subset of measures, we capture interim development at ages 1, 2, and 3) in measures of cognitive, language, memory, self-regulation, and socio-emotional development. In order to understand the processes by which child impacts emerge, we are measuring a host of family process measures summarized in our pre-registration chart. Our data collection points are referred to as: "baseline", "age 1", "age 2," "age 3", "age 4", "age 6", and "age 8". Additional information on the project, survey design, sample, variables, and COVID-19 pandemic adjustments are available from: The User Guides for Baseline, Age 1, Age 2, and Age 3 which are included under the "Data and Documentation" tab The project's website: babysfirstyears.com The researchers request that all peer-reviewed papers using BFY Data: be submitted to PubMed https://publicaccess.nih.gov immediately upon acceptance for publication include the following citation to the data in their bibliography: Citation Magnuson, Katherine A., Noble, Kimberly, Duncan, Greg J., Fox, Nathan A., Gennetian, Lisa A., Yoshikawa, Hirokazu, and Halpern-Meekin, Sarah. Baby's First Years (BFY), New York City, New Orleans, Omaha, and Twin Cities, 2018-2022. Inter-university Consortium for Political and Social Research [distributor], 2024-01-15. https://doi.org/10.3886/ICPSR37871.v5 and include the following in their acknowledgements: Acknowledgement This research uses data from the Baby's First Years study. Research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health ,and Human Development of the National Institutes of Health under Award Number R01HD087384 and 2R01HD087384. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. This research was additionally supported by the US Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation; National Institute of Mental Health; Office of Behavioral and Social Sciences Research-Office of the Director, National Institutes of Health; Andrew and Julie Klingenstein Family Fund; Annie E. Casey Foundation; Arnold Ventures; Arrow Impact; BCBS of Louisiana Foundation; Bezos Family Foundation, Bill and Melinda Gates Foundation; Bill Hammack and Janice Parmelee, Brady Education Fund; Chan Zuckerberg Initiative (Silicon Valley Community Foundation); Charles and Lynn Schusterman Family Philanthropies; Child Welfare Fund; Esther A. and Joseph Klingenstein Fund; Ford Foundation; Greater New Orleans Foundation; Heising-Simons Foundation; Holland Foundation; Jacobs Foundation; JPB Foundation; J-PAL North America; Lozier Foundation; New York City Mayor's Office for Economic Opportunity; Perigee Fund; Robin Hood Foundation; Robert Wood Johnson Foundation; Russell Sage Foundation; Sherwood Foundation; Valhalla Foundation; Weitz Family Foundation; W.K. Kellogg Foundation; and three anonymous donors. Principal Investigators Katherine Magnuson, PhD; University of Wisconsin-Madison, lead PI social and behavioral science Kimberly Noble, MD, PhD; Teachers College, Columbia University, lead PI neuroscience In alphabetical order: Greg Duncan, PhD; University of California, Irvine Nathan A. Fox, PhD; University of Maryland Lisa A. Gennetian, PhD; Duke University Sanford School of Public Policy Hirokazu Yoshikawa, PhD; New York University Principal Investigators of Qualitative Substudy Sarah Halpern-Meekin, PhD; University of Wisconsin-Madison Katherine Magnuson, PhD; University of Wisconsin-Madison Study Management Lauren Meyer, Teachers College, Columbia University; National Project Director Andrea Karsh, University of California, Irvine; Administrative Director Matthew Maury, Duke University, Production and Retention Management Study Co-Investigators Sarah Black, PhD; University of New Orleans William Fifer, PhD; Sackler Institute for Developmental Psychobiology, Columbia University Medical Center Michael Georgieff, MD; University of Minnesota Joseph Isler, PhD; Columbia University Medical Center Debra Karhson, PhD; University of New Orleans Alicia Kunin-Batson, PhD, University of Minnesota Connie Lamm, PhD; University of Arkansas Dennis Molfese, PhD; University of Nebraska, Lincoln Victoria Molfese, PhD; University of Nebraska, Lincoln Jennifer Mize Nelson, PhD; University of Nebraska, Lincoln Timothy Nelson, PhD; University of Nebraska, Lincoln Sonya Troller-Renfree, PhD; Teachers College, Columbia University Study Data Collectors The Survey Research Center, Institute for Social Research, University of Michigan, Ann Arbor, is responsible for recruitment and baseline, age-1, age-2, and age-3 data collection waves. Starting at age-4 through age-8, SR,C is responsible for tracking families and assisting site-based staff in locating families. SRC data collection operations are overseen by: Stephanie Chardoul, Director of Survey Research Operations and Piotr Dworak, Senior Survey Specialist, Survey Research Operations. Contact To contact the study investigators, email them at info@babysfirstyears.com Website: babysfirstyears.com

The Building Strong Families (BSF) project examined the effectiveness of programs designed to improve child well-being and strengthen the relationships of low-income couples through relationship skills education. It surveyed couples 15 months and 36 months after having applied to and been accepted into a Building Stronger Families (BSF) program at one of eight locations offering services to unwed couples expecting, or having recently had a baby. Major topics included family structure, parental involvement with children, relationships, personal and parental well-being, utilization of services such as workshops to help their relationship and parenting skills, paternity and child support, and family self-sufficiency. Respondents were asked for information on recently born children and relationship status, how much time they spent with their children, their level of satisfaction with their current relationship, substance use, if they had attended relationship and parental counseling, whether they were legally required to provide child support, employment, and family background. Additional information was asked about domestic violence and child abuse, legal trouble, past sexual history, and child development. The 36-month data collection effort also included direct assessments of parenting and child development. The quality of the parenting relationship was assessed for both mothers and fathers and was based on a semi-structured play activity, "the two-bag task." This interaction was videotaped and later coded by trained assessors on multiple dimensions of parenting. During assessments with mothers, the focal child's language development was also assessed using the Peabody Picture Vocabulary Test. Demographic data includes race, education level, age, income, and marital status. The data collection is comprised of seven parts. Part 1: the BSF Eligibility and Baseline Survey Data file; Part 2: the BSF 15-Month Follow-up Survey Data file; Part 3: the program participation data file; Part 4: the BSF 15-month follow-up analysis file; Part 5: the BSF 36-Month Follow-up Survey Data file; Part 6: the mother-child in-home assessment; and Part 7: the BSF 36-Month Follow-up analysis file.

The California Families Project (CFP) is an ongoing longitudinal study of Mexican origin families in Northern California. This study uses community, school, family, and individual characteristics to examine developmental pathways that increase risk for and resilience to drug use in Mexican-origin youth. This study also examines the impact that economic disadvantage and cultural traditions have in Mexican-origin youth. The CFP includes a community-based sample of 674 families and children of Mexican origin living in Northern California, and includes annual assessments of parents and children. Participants with Mexican surnames were drawn at random from school rosters of students during the 2006-2007 and 2007-2008 school year. Data collection included multi-method assessments of a broad range of psychological, familial, scholastic, cultural, and neighborhood factors. Initiation of the research at age 10 was designed to assess the focal children before the onset of Alcohol, Tobacco, and Other Drug (ATOD) use, thus enabling the evaluation of how hypothesized risk and resilience mechanisms operate to exacerbate early onset during adolescence or help prevent its occurrence. This study includes a diversity of families that represent a wide range of incomes, education, family history, and family structures, including two-parent and single-parent families. The accompanying data file consists of 674 family cases with each case representing a focal child and at least one parent (Two-parent: n=549, 82 percent; Single-parent: n=125, 18 percent). Of the 3,139 total variables, 839 pertain to the focal child, 1,376 correspond to the mother, and 908 items pertain to the father. Please note: While the California Families Project is a longitudinal study, only the baseline data are currently available in this data collection.

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades. Research hypotheses include: Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not. Further information can be found on the Carolina Abecedarian Project Web site.

The Carolina Abecedarian (ABC) Project and the Carolina Approach to Responsive Education (CARE) projects consist of two consecutive longitudinal studies on the effectiveness of early childhood educational intervention for children at high risk for developmental delays and school failure. Combined, the two studies test the hypothesis that child care, home visit, and home school resource interventions can enhance cognitive and academic outcomes for children at risk for school failure due to factors such as poverty, low maternal IQ, or low parental education. These studies provide the only experimental data regarding the efficacy of child care interventions that began during early infancy and lasted until the child entered kindergarten. In addition, the data allow for tests of the efficacy of intervention during the primary grades. Research hypotheses include: Within this high-risk sample, early cumulative risk will be negatively associated with young adult educational outcomes, employment outcomes, avoidance of teen parenthood, and avoidance of criminal behavior. Early intervention will moderate the effects of risk such that the effects of increased risk would be weaker for those who received the intervention than for those who did not. The early home environment would mediate any found effects for early risk and that early educational intervention would moderate the effects of the early home environment such that the effects of a poor-quality home environment would be weaker for those who received treatment compared to those who did not. Demographic variables included in this collection: gender, age, level of education.

The Chicago Longitudinal Study investigates the educational and social development of a same-age cohort of 1,539 low-income, minority children (93 percent African American) who grew up in high-poverty neighborhoods in central-city Chicago and attended government-funded kindergarten programs in the Chicago Public Schools in 1985-1986. Children were at risk of poor outcomes because they face social-environmental disadvantages including neighborhood poverty, family low-income status, and other economic and educational hardships. Study Goals The CLS is guided by four major goals: To document patterns of school performance and social competence throughout the school-age years, including their school achievement and attitudes, academic progress, and psychosocial development. To evaluate the effects of the Child-Parent Center and Expansion Program on child and youth development. Children and families had the opportunity to participate in this unique Head Start type early childhood intervention from ages three to nine (preschool to third grade). To identify and better understand the educational and psychosocial pathways through which the effects of early childhood experiences are manifested, and more generally, through which scholastic and behavioral development proceeds. To investigate the contributions to children's educational and social development of a variety of personal, family, school, and community factors, especially those that can be altered by program or policy interventions to prevent learning difficulties and promote positive outcomes. Studies addressing the first two goals have been reported extensively. Participation in the Child-Parent Center Program for different lengths of time, for example, has been found to be significantly associated with higher levels of school achievement into adolescence, with higher levels of consumer skills, with enhanced parent involvement in children's education, and with lower rates of grade retention and special education, lower rates of early school dropout, and with lower rates of delinquent behavior (Reynolds, 1994, 1995, 2000; Reynolds and Temple, 1995, 1998; Temple, Reynolds, and Miedel, in press). Children's patterns of school and social adjustment over time (Reynolds and Bezruczko, 1993; Reynolds and Gill, 1994; Reynolds, 2000) as well as several methodological contributions (Reynolds and Temple, 1995; Reynolds, 1998a, 1998b) also have been reported elsewhere. Examples of studies addressing goals three and four are reported in a special issue of the Journal of School Psychology (Reynolds, 1999). The Chicago Longitudinal Study is particularly appropriate for addressing these and other goals for two reasons. First, the CLS is one of the most extensive and comprehensive studies undertaken of a low-income, urban sample. Data were collected beginning during children's preschool years and have continued on a yearly basis throughout the school-age years. Multiple sources of data have been utilized in this on-going study, including teacher surveys, child surveys and interviews, parent surveys and interviews, school administrative records, standardized tests, and classroom observations. Thus, the impact of a variety of individual, family, and school-related factors can be investigated. A second unique feature of the CLS is that although the project concerns child development, an ,emphasis is given to factors and experiences that are alterable by program or policy intervention both within and outside of schools. Besides information on early childhood intervention, information has been collected on classroom adjustment, parent involvement and parenting practices, grade retention and special education placement, school mobility, educational expectations of children, teachers, and parents, and on the school learning environment.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. The research purpose of this project was to advance the scientific understanding of children's exposure to family violence and children's adjustment. This research examined the prevalence of child exposure to psychological and physical Intimate Partner Violence (IPV) and parent-to-child aggression (PCA), proximal associations with child externalizing and internalizing behavior, social and scholastic competence in early childhood and adolescence, and the developmental timing and intergenerational transmission of exposure to IPV and PCA related to child externalizing behavior. The study also looked at child effortful control and positive parenting as risk and protective factors theorized to mediate associations between child exposure to family violence and later child adjustment. Secondary analyses were conducted using a prospective multigenerational data set involving community families from lower socioeconomic status backgrounds that comprise the Three Generational Study. The study collection includes 3 SPSS (.sav) files. The zip file includes CEV_3GS4_Cooccur_itemsB_12212018.sav (n= 283; 356 variables), CEV_3GS7_Cooccur_itemsB_12212018.sav (n= 184; 341 variables), CEV_OYS5_Cooccur_itemsC_12212018.sav (n= 206; 368 variables).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This collection features secondary analyses of restricted-use data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), a nationally representative longitudinal study of a sample of U.S. adolescents who were in grades 7-12 in the 1994-95 school year, who were interviewed at three key developmental junctures from adolescence to young adulthood. Self-reported data were used for both maltreatment (measured at the latter two time points) and delinquent or criminal behaviors (measured at all three time points). Linear mixed-effects analyses were used to model growth curves of the frequency of violent and non-violent offending, from ages 13 to 30. Next, maltreatment frequency was tested as a predictor, and then potential protective factors (at peer, family, school, and neighborhood levels) were tested as moderators. Sex, race/ethnicity, and sexual orientation were also tested as moderators of delinquent or criminal offense frequency, and as moderators of protective effects. The study collection includes 1 Stata (.do) syntax file (AddHealthOJJDPAnalysis_StataSyntax.do) that was used by the researcher in secondary analyses of restricted-use data. The restricted archival data from the Add Health survey series are not included as part of this release.

Musical training is popularly believed to improve children's cognitive ability. Early research evidence, mostly correlational, suggests that musicians outperform non-musicians on many cognitive abilities. However, recent experimental evidence has failed to replicate most benefits, leaving it unclear whether previously demonstrated effects were a direct result of learning music. While a few studies have shown some change with as little as a few weeks of training, the larger training literature shows that transfer of skills between unrelated areas is extremely rare, especially in properly controlled studies. This study used an experimental design to assess the cause (whether music uniquely produces change) and the effect (which cognitive abilities are impacted) of the link between music and cognition. Six- to nine-year-old children (n=75) with no prior training were randomly assigned to three weeks of music or dance training. Cognitive performance before and after training was compared between trained groups, since both training forms share features of training, plus with a non-trained control group to isolate training-induced change from normal maturation. No changes were found on any measured ability (inhibitory control, working memory, task switching, processing speed, receptive vocabulary, and non-verbal intelligence). Findings confirm evidence from the general training literature that training-induced improvements on cognitive performance are unlikely. Short-term training effects have a much narrower scope than previous evidence suggests.

The purpose of the Common Sense Census is to gather reliable data about media use of young American children (ages 0-8), and document how children's media environments and behaviors change over time. This data was gathered from large-scale, nationally representative, probability-based online surveys taken in 2013 and 2017. Parents of children ages 0 to 8 answered questions about the activities or content their children enjoy (e.g., watching videos, reading), their home media environment (e.g., which devices they have), attitudes towards their children's media and media use, and awareness of the American Academy of Pediatrics (AAP) recommendations. Demographic information includes the child's age, household income, parent education, race/ethnicity, gender, household size, and parent/caregiver employment status.

These data are from a nationally representative, probability-based, and cross-sectional online survey that was taken by participants ages 8-18 in 2015. The goal of this Common Sense research study was to present a big-picture look at the large trends and patterns of media usage among tweens (ages 8- to 12-years-old) and teenagers (ages 13- to 18-years-old) in the United States. Participants answered questions about media use, including the level of enjoyment, frequency of use, and amount of time devoted to a wide array of screen-based activities (watching TV shows, playing video games, and using social media) and non-screen-based media activities (reading and listening to music). For screen-based media activities, participants also answered questions about the devices they use (computers, smartphones, and tablets). Demographics include age, household income, parent education, race/ethnicity, gender, household size, and parent/caregiver employment status.

The goal of this Common Sense research study was to provide current information about parent media use and their perceptions of their children and teens' (ages 8-18) media use. Data is from a nationally representative, probability-based, and cross-sectional online survey that was taken by parents of children and teens ages 8- to 18-years-old. Participants answered questions about their media use and their perception of their tweens or teens' media use. Media use included watching television, movies, and videos; playing video games; listening to music; using social media, reading either print or electronic books; and using digital devices for other purposes, such as browsing websites, playing games, or any other activity. We also asked about computer, smartphone, and tablet (and similar device) use for work purposes. Demographics include age, household income, parent education, race/ethnicity, gender, household size, and parent/caregiver employment status.

This study used data from the first two waves of the Project on Human Development in Chicago Neighborhoods (PHDCN) to analyze the consequences of childhood exposure to intimate partner violence. The researcher for this study attempted to make four contributions: (1) provide theory driven research in the field of intimate partner violence, (2) do practical research, (3) strike a balance between the resolution of measurement problems and the examination of concrete outcomes, and (4) use high quality data and advanced statistical techniques to adjudicate between conflicting findings in existing literature. The nine data files used in this study were drawn from multiple imputed iterations using the Expectation-Maximization (E.M.) algorithm and data augmentation to address missing data. They included data from two waves of the PHDCN, with 4,955 records for each wave. The data included information for subjects aged 0 to 18 and covered the years 1994 to 2000. The researcher used various scales to measure domestic violence exposer, the impact of exposure on the child's cognitive functioning, the behavioral impact of exposure to domestic violence, anxiety, and the parent-child relationship. Data include the variables that the researcher used to study the effect of domestic violence exposure on not only externalizing, internalizing, and total behavior problems, and academic and cognitive ability, but also truancy, grade repetition, and drug use. This study also contains a selection of variables from several PHDCN studies including those pertaining to intimate partner violence, child abuse, juvenile delinquency, deviance of peers, alcohol use, primary caregiver involvement in the subject's life, and demographics.

The Denver Youth Survey (DYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. The DYS is a longitudinal study of problem and successful behavior over the life course that focuses on delinquency, drug use, victimization, and mental health. The DYS is based on a probability sample of households in "high-risk" neighborhoods of Denver, Colorado. These neighborhoods were selected on the basis of their social ecology in terms of population and housing characteristics. Only socially disorganized neighborhoods with high official crime rates (top one-third) were included. The survey respondents include 1,528 children and youth who were 7, 9, 11, 13, or 15 years old in 1987, and one of their parents, who lived in one of the more than 20,000 randomly selected households. The survey respondents include 807 boys and 721 girls and include White (10 percent), Latino (45 percent), and African American (33 percent) youth, as well as 12 percent from other racial/ethnic backgrounds. The child and youth respondents, along with one caretaker, were interviewed annually from 1988 until 1992, and annually from 1995 until 1999. The age range covered by the study is from age 7 through age 26. The dataset contains 1,528 cases and 22,081 variables.

The Denver Youth Survey (DYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. It is a longitudinal study of problem and successful behavior over the life course that focuses on delinquency, drug use, victimization, and mental health. DYS variables also address family demographics, neighborhood characteristics, parenting, and involvement in social roles. The DYS is based on a probability sample of households in "high-risk" neighborhoods of Denver, Colorado. These neighborhoods were selected on the basis of their social ecology in terms of population and housing characteristics. Only socially disorganized neighborhoods with high (top one-third) official crime rates were included. The survey respondents include 1,528 children and youth who were 7, 9, 11, 13, or 15 years old in 1987, and one of their parents, who lived in one of the more than 20,000 randomly selected households. The survey respondents include 807 boys and 721 girls and include White (10%), Latino (45%), and African American (33%) youth, as well as 12% from other racial/ethnic backgrounds. The child and youth respondents, along with one caretaker, were interviewed annually from 1988 until 1992 (waves 1-5), annually from 1995 until 1999 (waves 6-10), and in 2003 (wave 11). The study covers an age range of 7 through 26.

There is much variability in the adult outcomes of youth who have been involved in the Juvenile Justice System (JJS). It is increasingly recognized that disparate outcomes may reflect the extent to which JJS involvement intersects with developmental patterns of delinquency and is attuned to normative adolescent development, such as maturing self-regulation. However, little is known about the ways in which JJS services influence maturing self-regulation, and how change in these processes will impact delinquency trajectories extending through early adulthood. Even less is known about the impact of JJS on developmental trajectories of delinquency and self-regulation in adolescent girls, despite the rapid increase of girls' involvement in the JJS in recent years. The goal of the current study was to advance knowledge to support effective JJS programs and policies by examining the interface between adolescent self-regulation development, delinquency, and JJS involvement. This project built on the Pittsburgh Girls Study (PGS): a large, longitudinal, racially diverse, urban community sample of females that had been followed annually for 13 years since childhood. New data were collected with support from grant 2013-JF-FX-0058 from a subset of PGS participants at ages 19 and 20 years to capture patterns of delinquency persistence and desistance and to assess outcomes in young adulthood. At the end of the funding period, 88% of the original sample of participants had been interviewed through age 20. In addition, official juvenile justice criminal records were gathered for all 2,450 PGS participants. Analyses were conducted to examine: 1) the impact of JJS involvement on developmental trajectories of delinquency and young adult adjustment; 2) the impact of JJS involvement on self-regulation maturation; 3) the relationship between self-regulation development and change in delinquency and young adult adjustment; and 4) mechanisms during adolescence that explain the link between JJS involvement and delinquency. Results showed JJS involvement predicted concurrent and subsequent changes in self-control during adolescence as well as increased risk for subsequent delinquent behavior, poor educational attainment, employment status, and less satisfaction with life in young adulthood. Moreover, self-control in adolescence partially mediated several of the observed prospective associations between JJS involvement and young adult outcomes. These findings add to a research base that can help policymakers better understand how JJS interventions impact normative developmental processes in ways that influence the course of delinquency. Such information is a critical step in improving outcomes of adolescent girls involved in the JJS through the improvement of interventions promoting self-regulation maturation, accountability, resilience and desistance.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This study examined etiological pathways to teen dating violence (TDV) in a sample of adolescents who had been followed since infancy and were at high-risk due to parental alcohol problems. Adolescents (M=17.68 years of age) who had been participating, along with their parents, in a longitudinal study of the effects of parental alcohol problems on child development completed an additional wave of survey data in 11-12th grades. Families (N=227) were initially recruited from county birth records when the child was 12 months of age and had been previously assessed at 12-, 18-, 24-, 36-months, kindergarten, 4th, 6th, and 8th grades. For the current wave of data collection, adolescent participants (n=185) used computer-assisted interviewing to complete questionnaires assessing their individual characteristics, family and peer relationships, substance use, dating behaviors and involvement in TDV as a victim or perpetrator.

The Early Childhood Longitudinal Study (ECLS) is designed to provide decision makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The birth cohort of the Early Childhood Longitudinal Study (ECLS-B) looks at children's health, development, care, and education during the formative years from birth through first grade. This second wave of the data was collected when the cohort was approximately two years of age. During the two-year collection, the BSF-R again was used to measure cognitive and motor development. A different taped interaction, the Two Bags Task, was used to assess children's socioemotional development. A modified Q-sort was included in the two-year collection to assess the quality of children's attachment to their primary caregiver. Again, all children had their height, weight, and middle-upper arm circumference (MUAC) measured, and children born with very low birth weight had their head circumference measured.

The Early Childhood Longitudinal Study (CLS) is designed to provide decision makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The birth cohort of the Early Childhood Longitudinal Study (ECLS-B) looks at children's health, development, care, and education during the formative years from birth through first grade. This first wave of the data was collected when study children were approximately nine months of age. Children's cognitive and motor skills were assessed using a modified version of the Bayley Scales of Infant Development (BSID-II), called the Bayley Short Form-Research Edition (BSF-R). Children's socioemotional development was assessed through a taped interaction with their primary caregiver (i.e., the parent respondent) using the Nursing Child Assessment Teaching Scale (NCATS). All children had their length (i.e., height), weight, and middle-upper arm circumference (MUAC) measured. Additionally, children born with very low birth weight had their head circumference measured.

The Early Childhood Longitudinal Study (ECLS)is designed to provide decision makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The birth cohort of the Early Childhood Longitudinal Study (ECLS-B) looks at children's health, development, care, and education during the formative years from birth through first grade. This fourth wave of the data was collected when the cohort was kindergarten aged. The kindergarten cognitive assessments were similar to the preschool assessments; one exception was that the assessment of color knowledge was not included. The early reading and mathematics assessment at kindergarten built on the preschool assessment by assessing more difficult knowledge and skills. Fine and gross motor skills were directly assessed again, but socioemotional development was assessed indirectly through questions asked of both parents and teachers. As in the previous waves, all children had their height, weight, and middle-upper arm circumference (MUAC) measured, and children born with very low birth weight had their head circumference measured.

The Early Childhood Longitudinal Study (ECLS)is designed to provide decision makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The birth cohort of the Early Childhood Longitudinal Study (ECLS-B) looks at children's health, development, care, and education during the formative years from birth through first grade. This third wave of the data was collected when the cohort was preschool aged. For the preschool collection, the ECLS-B child assessment protocol was modified to take into account the study children's growing competencies and to focus more on indicators of school readiness. The BSF-R was replaced with an early reading and mathematics assessment similar to the assessments used in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) kindergarten and first grade collections. Unique to the preschool wave was the assessment of children's knowledge of basic colors. Fine motor skills were assessed by asking children to copy a series of forms/shapes drawn by assessors and to build structures using blocks. Gross motor skills were assessed by asking children to jump, balance on one foot, hop on one foot, skip, walk backward along a line, and catch a bean bag. Additionally, as in the previous waves, children's social interactions with the parent respondent were assessed using the Two Bags Task. All children had their height, weight, and middle-upper arm circumference (MUAC) measured, and children born with very low birth weight had their head circumference measured.

The Early Childhood Longitudinal Study (ECLS) program provides national data on children's status at birth and at various points thereafter, children's transition to nonparental care, early education programs, and school, and children's experiences and growth through the fifth grade. ECLS also provides data to test hypotheses about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. The Kindergarten Class of 1998-1999 addresses four key issues: (1) school readiness, (2) children's transitions to kindergarten, first grade, and beyond, (3) the relationship between children's kindergarten experience and their elementary school performance, and (4) children's growth in math, reading, and general knowledge (i.e., science and social studies), and their progress through elementary school.

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) focuses on children's early school experiences beginning with kindergarten through fifth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications. With a few exceptions, the fifth grade data file contains all data collected from parents, children, teachers, or schools in the base year (fall and spring), first grade (fall and spring), third grade (spring), and fifth grade (spring) data collections. To streamline the file, however, the data from the household rosters that listed all household members, their relationship to the sampled child, and selected other characteristics are not included in the file. The composite variables describing critical household roster-based information, such as the children's family structure and selected characteristics of the family members, have been retained on the file. Specific subjects covered by the variables in this data file include parent/child gender, parent/child race, family background, socioeconomic status, household income, parents' education level, and parents' employment and marital status. Other variables include type of childcare and childcare arrangements, the child's math, science, and reading scores, the child's learning problems and autism, as well as the child's diet issues, food security, and school food service. Variables about teachers include age, race, background, qualifications, job satisfaction, their level of impact on curriculum and policy, and time spent on classroom activities and specific subjects. Other variables include diversity of classroom students, parent-teacher discussions, family participation in school events and fundraising, whether the child's school has bars on the windows and doors, fire alarms, sprinklers, and fire extinguishers, the presence of school graffiti, as well as bus/transportation issues.

The Early Childhood Longitudinal Study Kindergarten Class of 1998-1999, Kindergarten-Eighth Grade Full Sample includes the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K). Unlike the public-use longitudinal files released in previous rounds, this file contains all data for all ECLS-K sample cases that have been publicly released in any of the rounds. Thus, it can be used for within-year (cross-sectional) analyses of any round of data collection and cross-year (longitudinal) analyses of combinations of rounds. It focuses on children's early school experiences beginning with kindergarten through eighth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's cognitive, social, emotional, and physical development, their early learning and early performance in school, as well as their home environment, home educational practices, school environment, classroom environment, classroom curriculum, and teacher qualifications. The list below summarizes each wave of this study. 1998-1999 (the Kindergarten year-Rounds 1 and 2): The ECLS-K child assessments, parent interviews, and teacher questionnaires were conducted in the fall. Children, parents, and teachers participated again in the spring, along with school administrators. 1999-2000 (the First grade year-Rounds 3 and 4): The ECLS-K conducted child assessments and parent interviews for a 30 percent sub-sample in the fall. The full sample of children, parents, teachers, and school administrators participated in the spring. 2002 (the Third grade year-Round 5): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2004 (the Fifth grade year-Round 6): The ECLS-K conducted child assessments and parent interviews in the spring. Teachers and school administrators completed questionnaires. 2007 (the Eighth grade year-Round 7): The ECLS-K followed the children into middle school. Information was collected from the children, their parents, teachers, and school administrators. For more detailed information about this data collection, please refer to the user guide.

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) focuses on children's early school experiences beginning with kindergarten through fifth grade. It is a nationally representative sample that collects information from children, their families, their teachers, and their schools. ECLS-K provides data about the effects of a wide range of family, school, community, and individual variables on children's development, early learning, and early performance in school. This data collection contains the wave of data collected in the spring of third grade (2002). The third-grade data collection includes information about the diversity of the study children, the schools they attended, and their academic progress in the years following kindergarten. Other variables include child gender, child race, family background, childcare, childcare arrangements, food security, hours per week in child care, socioeconomic status, household income, highest level of education for parents and students, parents' employment status, teachers' evaluation practice, and usefulness of different activities in the classroom.

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 ap,plication 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).

Part C of the Individuals with Disabilities Education Act authorizes states, with the incentive of federal financial support, to create Early Intervention (EI) systems, which is a primary source of rehabilitation (e.g., physical, occupational, and speech therapy) services for infants and toddlers with, or at risk for, developmental delays. Having worked with two EI Colorado (EI-CO) programs that employed electronic documentation, the researchers sought to leverage their electronic administrative data in order to examine social disparities in EI service use, including specific rehabilitation services. The dataset for this data archiving project was generated in collaboration with a large, urban EI program in Colorado, a community partner for an NIH/NCMRR R03 study. This academic-community research partnership provided researchers with access to an urban EI program's electronic administrative database; The researchers' goal was to make these data available for further EI research. Therefore, a database was created and a number of variables were derived that could be of importance to EI stakeholders when conducting clinical queries for quality improvement. Examples of derived variables include EI service use intensity (i.e., hours per month) for all EI services, as well as discipline-specific (e.g., physical or occupational therapy) service use. The researchers obtained permission from the partnering EI agency to archive their EI program data through this project. The dataset included as part of this collection includes 2045 cases for 44 variables; demographic variables include: race, ethnicity, language, sex, age, and developmental condition type.

The Individuals with Disabilities Education Act authorizes states to create early intervention (EI) programming to provide developmental and therapeutic services to infants and toddlers with a developmental condition; EI programs are mandated to report on child and family outcomes for purposes of accountability and quality improvement. For both purposes, there is critical need for research evidence on the adequacy of EI services. The researchers for this study partnered with a large urban EI program in Colorado that had recently transitioned to electronic data capture and was implementing a statewide initiative to facilitate function-focused care with individual families and paired collected electronic patient-reported outcomes (e-PRO) data with EI administrative data on child and family characteristics and service use to more fully examine EI service adequacy relative to patient-important outcomes. This study collected information from Young Children's Participation and Environment Measure (YC-PEM e-PRO) on home, environment, and community participation, involvement, and desired change. Measurements were also collected from the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT e-PRO) on mobility, social cognitive, and daily activities domains. The Child Outcomes Summary (COS) was used to capture functional performance related to having positive social relationships, acquiring and using knowledge and skills, and taking appropriate action to meet needs. Early Intervention Service Use measured EI intensity, whether child received specific services including physical therapy (PT), occupational therapy (OT), speech therapy (ST), psychology, or developmental intervention (DI), and the total number of service hours received within each discipline. Demographic variables include reasons child received EI services, number of developmental delay conditions, age, race, and ethnicity; as well as caregiver's education, employment, number of children at home, income, and insurance type.

The Early Steps Multisite (ESM) Study is a randomized controlled trial testing the efficacy of the early childhood version of the Family Check-Up intervention. The enclosed data file includes home-based assessments carried out at child ages 2, 3, 4, 5, 7.5, 8.5, 9.5, and 10.5 involving 731 families from three distinct communities in the United States: Pittsburgh, PA (urban), Eugene, OR (suburban), and in and outside Charlottesville, VA (rural). Assessments include questionnaires and interviews with primary caregivers (i.e., typically mothers) and alternative caregivers (fathers, grandparents, and other child caregivers) about child behavior, sociodemographic and family risk, parent well-being and support, coupled with observations of developmentally-tailored parent-child interaction tasks (e.g., teaching, clean-up, and meal preparation tasks at ages 2-5, discussion tasks at ages 7.5 and 9.5). Teacher reports on multiple domains of child behavior were obtained beginning at age 7.5 through age 10.5, and youth reports on their own adjustment beginning at child age 8.5. Direct testing of children's academic achievement was administered at child ages 5, 7.5, and 8.5 using scales from the Woodcock-Johnson.

The Early Steps Multisite (ESM) Study is a randomized controlled trial testing the efficacy of the early childhood version of the Family Check-Up intervention. The enclosed data file includes home-based assessments carried out at child ages 2, 3, 4, 5, 7.5, 8.5, 9.5, and 10.5 involving 731 families from three distinct communities in the United States: Pittsburgh, PA (urban), Eugene, OR (suburban), and in and outside Charlottesville, VA (rural). Assessments include questionnaires and interviews with primary caregivers (i.e., typically mothers) and alternative caregivers (fathers, grandparents, and other child caregivers) about child behavior, sociodemographic and family risk, parent well-being and support, coupled with observations of developmentally-tailored parent-child interaction tasks (e.g., teaching, clean-up, and meal preparation tasks at ages 2-5, discussion tasks at ages 7.5 and 9.5). Teacher reports on multiple domains of child behavior were obtained beginning at age 7.5 through age 10.5, and youth reports on their own adjustment beginning at child age 8.5. Direct testing of children's academic achievement was administered at child ages 5, 7.5, and 8.5 using scales from the Woodcock-Johnson.

The Early Steps Multisite (ESM) Study is a randomized controlled trial testing the efficacy of the early childhood version of the Family Check-Up intervention. The enclosed data file includes home-based assessments carried out at child ages 7.5 involving 731 families from three distinct communities in the United States: Pittsburgh, PA (urban), Eugene, OR (suburban), and in and outside Charlottesville, VA (rural). Assessments include questionnaires and interviews with primary caregivers (i.e., typically mothers) and alternative caregivers (fathers, grandparents, and other child caregivers) about child behavior, sociodemographic and family risk, parent well-being and support, coupled with observations of developmentally-tailored parent-child interaction tasks (e.g., teaching, clean-up, and meal preparation tasks at ages 2-5, discussion tasks at ages 7.5 and 9.5). Teacher reports on multiple domains of child behavior were obtained beginning at age 7.5 through age 10.5, and youth reports on their own adjustment beginning at child age 8.5. Direct testing of children's academic achievement was administered at child ages 5, 7.5, and 8.5 using scales from the Woodcock-Johnson.

The Early Steps Multisite (ESM) Study is a randomized controlled trial testing the efficacy of the early childhood version of the Family Check-Up intervention. The enclosed data file includes home-based assessments carried out at child ages 2, 3, 4, 5, 7.5, 8.5, 9.5, and 10.5 involving 731 families from three distinct communities in the United States: Pittsburgh, PA (urban), Eugene, OR (suburban), and in and outside Charlottesville, VA (rural). Assessments include questionnaires and interviews with primary caregivers (i.e., typically mothers) and alternative caregivers (fathers, grandparents, and other child caregivers) about child behavior, sociodemographic and family risk, parent well-being and support, coupled with observations of developmentally-tailored parent-child interaction tasks (e.g., teaching, clean-up, and meal preparation tasks at ages 2-5, discussion tasks at ages 7.5 and 9.5). Teacher reports on multiple domains of child behavior were obtained beginning at age 7.5 through age 10.5, and youth reports on their own adjustment beginning at child age 8.5. Direct testing of children's academic achievement was administered at child ages 5, 7.5, and 8.5 using scales from the Woodcock-Johnson.

The Early Steps Multisite (ESM) Study is a randomized controlled trial testing the efficacy of the early childhood version of the Family Check-Up intervention. The enclosed data file includes home-based assessments carried out at child ages 2, 3, 4, 5, 7.5, 8.5, 9.5, and 10.5 involving 731 families from three distinct communities in the United States: Pittsburgh, PA (urban), Eugene, OR (suburban), and in and outside Charlottesville, VA (rural). Assessments include questionnaires and interviews with primary caregivers (i.e., typically mothers) and alternative caregivers (fathers, grandparents, and other child caregivers) about child behavior, sociodemographic and family risk, parent well-being and support, coupled with observations of developmentally-tailored parent-child interaction tasks (e.g., teaching, clean-up, and meal preparation tasks at ages 2-5, discussion tasks at ages 7.5 and 9.5). Teacher reports on multiple domains of child behavior were obtained beginning at age 7.5 through age 10.5, and youth reports on their own adjustment beginning at child age 8.5. Direct testing of children's academic achievement was administered at child ages 5, 7.5, and 8.5 using scales from the Woodcock-Johnson.

The Early Steps Multisite (ESM) Study is a randomized controlled trial testing the efficacy of the early childhood version of the Family Check-Up intervention. The enclosed data file includes home-based assessments carried out at child ages 2, 3, 4, 5, 7.5, 8.5, 9.5, and 10.5 involving 731 families from three distinct communities in the United States: Pittsburgh, PA (urban), Eugene, OR (suburban), and in and outside Charlottesville, VA (rural). Assessments include questionnaires and interviews with primary caregivers (i.e., typically mothers) and alternate caregivers (fathers, grandparents, and other child caregivers) about child behavior, sociodemographic and family risk, parent well-being and support, coupled with observations of developmentally-tailored parent-child interaction tasks (e.g., teaching, clean-up, and meal preparation tasks at ages 2-5, discussion tasks at ages 7.5 and 9.5). Teacher reports on multiple domains of child behavior were obtained beginning at age 7.5 through age 10.5, and youth reports on their own adjustment beginning at child age 8.5. Direct testing of children's academic achievement was administered at child ages 5, 7.5, and 8.5 using scales from the Woodcock-Johnson. The Condition Files refer to feedback and intervention follow-up sessions researchers conducted with "Parent Consultants". Parent consultants were highly trained masters- or doctoral-level clinicians with backgrounds typically in social work, counseling, or clinical psychology, who conducted assessment and feedback sessions with caregivers.

The Enhanced Services for the Hard-to-Employ (HtE) Demonstration and Evaluation Project was a 10-year study (taken on by the MDRC) that evaluated innovative strategies aimed at improving employment and other outcomes for groups who faced serious barriers to employment. The Enhanced Services for the Hard-to-Employ is the first comprehensive attempt to understand the diverse low-income population and to test interventions aimed at the most common barriers that are encountered in this population's employment. The HtE demonstration was designed to evaluate a variety of innovative ways to boost employment, reduce welfare receipt, and promote well-being in low-income populations. This study evaluated the effectiveness of the Enhanced Early Head Start (EHS) program on addressing the developmental needs of young children living in poverty by offering enhanced services aimed at proactively addressing the employment and educational needs of their parents. This program included the addition of on-site self-sufficiency specialists to work with program staff and families on topics such as, formalized employment, self-sufficiency services and community partnerships with local employment-focused and educational agencies. The Early Head Start full research sample consists of 610 individuals randomly assigned between August 2004 and December 2006 (305 members in the program group and 305 in the control group). The research team followed the two groups for over three years, using surveys and administrative data. All 610 sample members completed a baseline survey at random assignment, providing basic demographic information, employment and child care history prior to the study. Two follow-up surveys were collected at the 18-month and 42-month mark. At 42-months, respondents who responded to the 18-month survey were asked about child care activities since their earlier survey interview date, while respondents who responded only to the 42-month survey were asked about child care activities since random assignment. Data were collected on receipt of EHS services and assistance programs, TANF history, type and amount of child care used, child immunization records, parenting, child behavior, child social-emotional skills, as well as child reading and math skills. Demographic information includes age, race, marital status, education, source of income, employment status, and public assistance information.

The Children of Incarcerated Parents (COIP) Project was established as a means of evaluating mentorships between children whose parents are incarcerated and program mentors. This establishment was done as a result of the fact that over half of currently incarcerated Americans are parents, and over half of children whose parents are incarcerated are below the age of 10. The consequences of children having parents incarcerated can include family instability and possible future criminal activity of such children. The COIP Project was implemented across various mentorship programs throughout the United States with the objective of countering these issues.

The Massachusetts Family Child Care study is a two-year evaluation, conducted by Abt Associates Inc, the Manpower Development Research Corporation (MDRC) and the National Center for Children in Poverty (NCCP), of the impacts of the LearningGames program on providers and children in family child care. LearningGames is designed to train caregivers to stimulate children's cognitive, language, and social-emotional development through a set of 200 simple games that encourage intensive, one-on-one interactions as a platform that allows the adult to engage the child in meaningful conversation, to listen to the child and respond to the child's questions and actions, and to scaffold and build on the child's growing skills at using and understanding language. The goal of LearningGames is to increase the frequency of rich language interactions between caregivers and children due to the importance of oral language development in children's understanding of words and concepts, in their ability to become competent readers, and in their long-term academic success and of the role played by rich language stimulation in promoting children's development. This evaluation of LearningGames examines the effectiveness of the program in changing the behavior of the family child care providers and the developmental outcomes for the children who are cared for by providers trained on LearningGames. Baseline data were collected in the summer of 2005 with follow up observations taking place in the fall of 2006 and again in the winter of 2007. Of the 55 family child care provider networks in Massachusetts, 16 were sampled, resulting in 1,250 children enrolled in 353 study homes, though the study suffered a heavy overall attrition rate of 58 percent. The data are provided in four data sets, one file containing data on the providers, a baseline observations file and two annual follow ups. The provider file (2005 Provider Data), includes data on: the provider's years of experience in family child care, their reasons for working as a family child care provider, what they would change about their job, what they believe is their responsibility for the children, their educational background, their age, sex, and race, the languages that they speak at home, the languages that they speak with the children in their care, and the types of materials that they read. Due to the descriptive sensitivity of the variables, this dataset requires a signed user agreement to access. All other datasets are publically available. The observation files include data from several measures: the QUEST Caregiver Rating Scale (subset of items), the Arnett Caregiver Interaction Scale, the revised Snapshot of Activities (from the OMLIT), the Read-Aloud Profile (from the OMLIT), and the TALK.The data include: the amount of time the provider shows interest in what children say or do, whether or not the provider seems to enjoy children, the average number of activities observed, the amount of read-alouds where the provider relates the book to group activities prior to reading the book, and whether or not the provider encourages children to do activities on their own.

These data were collected for the initial phase of the evaluation of the Children's Futures initiative, a comprehensive set of interventions aimed at improving child health and development outcomes from prenatal to age three in Trenton, New Jersey. To that end, the initiative worked to (1) improve access to prenatal care and strengthen effective parenting, (2) improve the quality of child care, and (3) strengthen and sustain positive involvement of fathers in their children's lives. As part of the evaluation, a baseline community survey and surveys of childcare providers were conducted and births records were obtained from the New Jersey State Department of Health. Extracted from New Jersey vital events public-use data files, Datasets 1-3 contain information on births during 2001-2004 to women in Trenton and, for comparison, two New Jersey cities not covered by the intervention, Camden and Newark. The birth records data include sex, birth order, birth weight, gestational age, one-minute and five-minute APGAR scores, month of pregnancy when prenatal care began, number of prenatal visits, weight gained during pregnancy, medical risk factors for the pregnancy, obstetric procedures performed, delivery complications, congenital anomalies and abnormalities, mother's marital status and number of live births now living, and the parents' age, race, Hispanic origin, state/country of birth, and education. Dataset 4 contains data from the baseline community survey, which in 2002 interviewed the primary caregivers of children aged 0-5 in Trenton households. The survey collected information about child and parental health, parenting practices, fathers' involvement in their children's lives, health insurance and health care utilization, attendance at parenting groups or classes, and utilization of child care. Additional information collected by the baseline survey includes United States nativity, year of immigration, race, Hispanic origin, education, employment status, alcohol use, illicit drug use, earnings, and household income. Datasets 5-7 contain data from the childcare provider surveys conducted in 2003, 2004, and 2005, which collected information about the teachers and childcare providers in the Trenton childcare centers that were participating in Children's Futures. Respondents were questioned about their work experience, age, race, place of residence (ZIP code), education, credentials, position held and hours worked, languages spoken, salary/hourly rate for the job at the center, childcare training and practices, opinions about center staffing levels, and beliefs about how to help infants and toddlers learn and grow. In addition, the respondents were asked how prepared they were to work with infants or toddlers with certain conditions such as emotional disturbances, attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD), fetal alcohol syndrome, asthma, severe allergies, and developmental delays.

The Children's Futures initiative was designed to enhance the health and well-being of children from birth to age three in Trenton, New Jersey through three major strategies: (1) Improving access to prenatal care and strengthening effective parenting; (2) Improving the quality of child care; and (3) Strengthening and sustaining positive involvement of fathers in their children's lives. As part of the initiative, data were simultaneously collected to assess the effectiveness of the initiative. The data collection efforts included a baseline survey of the Trenton community conducted in 2002 and surveys of Trenton child care providers conducted in 2003, 2004, and 2005. In addition, births records for Trenton, Camden, and Newark were obtained from the New Jersey State Department of Health. These survey and birth records data were released as ICPSR 21640: Evaluation of Children's Futures: Improving Health and Development Outcomes for Children in Trenton, New Jersey, 2001-2005. The data from the 2002 community survey represents a baseline picture of the primary caregivers of children ages 0-5 in Trenton on a set of outcomes, among them parenting behaviors and strategies that the initiative hoped to influence. This data collection contains the data from two follow-up community surveys. Like the baseline community survey, the follow-up surveys interviewed the primary caregivers of children aged 0-5 in Trenton households about child and parental health, parenting practices, fathers' involvement in their children's lives, health insurance and health care utilization, attendance at parenting groups or classes, and utilization of child care. In addition, the surveys collected information on country of birth, year of immigration, race, Hispanic origin, education, employment status, alcohol use, earnings, and household income. The community surveys followed a repeated cross-sectional design. That is, individual community residents were not followed over time; rather, at each wave of data collection, a new sample of respondents were interviewed.

Healthy Families New York (HFNY), which was based on the Healthy Families America (HFA) model, was established as a strengths-based, intensive home visitation program with the explicit goals of promoting positive parenting skills and parent-child interaction; preventing child abuse and neglect; supporting optimal prenatal care, and child health and development; and improving parent's self-sufficiency. In 2000, a randomized controlled trial was initiated at three sites with the HFNY home visiting program. Families eligible for HFNY at each site were randomly assigned to either an intervention group that was offered HFNY services or to a control group that was given information on and referral to appropriate services other than home visiting. Baseline interviews were conducted with 1,173 of the eligible women (intervention, n=579; control, n=594), and follow up interviews at Years 1, 2, and 3. In addition to data gathered during the follow up interviews, information regarding study participants' involvement in reports of child maltreatment was also extracted and coded from Child Protection Services records. For the current study, mothers in both the intervention and control groups were re-interviewed at the time of the target child's seventh birthday. Interviews (Dataset 1: Mother Interview Data, n=942) included information about parenting, the child, earnings, and household composition. Interviewers also completed face-to-face assessments (Dataset 2: Target Child Interview Data) with 800 of the children who were born and reached the age of 7 at the time of interview. The target child interviews assessed children's receptive vocabulary skills, emotional health, self-regulatory abilities, and problem behaviors. The research team also extracted or obtained administrative data pertaining to Child Protective Service reports, foster care placements, federal and state supported benefits, and programs services and costs (Datasets 3-8).

Schools and Families Educating Children (SAFEChildren) is a family-focused program designed to aid families residing in high risk communities with child development during the child's transition to school. The program has the goal of building protection and impeding risk trajectories for aggression, violence, and school failure. The program utilizes multiple family groups (four to six families) combined with reading tutoring for the child. The SAFE Effectiveness Trial (SAFE-E) involved community providers delivering the family group intervention and upper grade students delivering the tutoring program. The trial took place between 2006 and 2010, and involved two age cohorts of children. Collaborating with two community mental health agencies and six elementary schools serving high-poverty, high-crime neighborhoods in Chicago, Illinois, families were randomly assigned to intervention groups of four to six families during their child's first grade year. Children also received tutoring from tutors selected from the upper grades of the child's school. Assessments were collected prior to, during and after the intervention to assess developmental influences, fidelity, process, and implementation characteristics that might affect impact. The purpose of these assessments was to examine the relation of implementation qualities to variation in intervention effects. Quality of implementation was expected to affect short and long-term impact of the intervention, focusing on three primary areas: (1) fidelity of implementation of the program, (2) provider characteristics, such as tutors' reading levels, and attitudes and orientation of the family intervention providers, and (3) quality of support for implementation. The data are from fidelity and process measures developed for this study and measures completed by parents, teachers, and children over four waves of measurement spanning two years, beginning in the fall of each child's first grade year.

The Expanding Children's Early Learning (ExCEL) Quality Study: Improving Preschool and Early Care and Education (ECE) Instruction through Curricula, Coaching, and Training was funded by Arnold Ventures and conducted by MDRC and its subcontractors, MEF Associates and RTI International. The study consisted of two phases: ExCEL Quality (EQ; 2019-2020) and ExCEL Quality Continuation (EQC; 2020-2021). This collection contains analysis datasets with calculated measures at the child (DS2) and classroom (DS3) levels, a samples dataset for each phase (EQ = DS1, EQC = DS20), and raw data organized by study phase and data source. ExCEL Quality In the EQ study, the research team conducted an experimental study testing two interventions that consisted of curricular and professional development support and that targeted different dimensions of classroom quality, namely: A whole-child intervention that targets structural and interactional aspects of classroom quality, using The Creative Curriculum for Preschool, 6th Edition A domain-specific intervention with a specific scope and sequence that targets instructional aspects of classroom quality, using Connect4Learning, 1st Edition ECE centers were selected across four U.S. localities in Head Start and community-based child care settings and were randomly assigned to one of three research conditions (Creative Curriculum, Connect4Learning, or preschool-as-usual). The project was originally designed to assess the impacts of each of the interventions on the content of instruction, teacher practices, classroom quality, and child outcomes, as well as to collect program implementation data. However, because of the COVID-19 pandemic that began in March of the 2019-2020 school year, adjustments were made to the guiding questions and research aims, data sources, and analysis. ExCEL Quality Continuation The EQC Study was a non-experimental study, aiming to understand ECE teachers' and administrators' experiences during the COVID-19 pandemic (2020-2021 school year). The sample was a subset of the centers that participated in EQ in the 2019-2020 school year (n=26), plus five newly recruited centers. EQC provided stress management workshops and curricular support (Creative Curriculum or Connect4Learning) to participating centers regardless of their original research condition in EQ.

The purpose of this project is to study the early development of a group of children who are at risk regarding later successful adjustment and for whom we have little information: children living in rural, largely poor communities. A birth cohort of 800 children in three rural counties of North Carolina and 600 children in three rural counties of Pennsylvania were studied over the first 3 years of life. A multidisciplinary team investigated multiple levels of influences affecting the early development of these children. The research emphases of the component research projects include the following: Project I: Temperament: Emphasizes the development of child-related factors and how they predict preschool social-emotional and cognitive competence Project II: School Readiness: Emphasizes the pathways to and precursors of school readiness Project III: Family Process: Emphasizes how family processes mediate or moderate the effects of rural poverty on children Project IV: Work and Family: Emphasizes the impact of parents' occupational conditions on parenting, and, in turn, children's social, cognitive, emotional and linguistic development Project V: Ethnography: Emphasizes two components: an in-depth contextual appraisal of community characteristics a family ethnography with 72 families developmentally ahead of the cohort above to provide input to design and measurement This project used a cumulative risk model to examine the relation between social risk and children's executive functioning, language development and behavioral competence at 36 months. Using both the Family Process Model of development and the Family Investment Model of development, observed parenting was examined over time in relation to child functioning at 36 months. Different aspects of observed parenting were examined as mediators/moderators of risk in predicting child outcomes. Results suggested that cumulative risk was important in predicting all three major domains of child outcomes and that positive and negative parenting and maternal language complexity were mediators of these relations. Maternal positive parenting was found to be a buffer for the most risky families in predicting behavioral competence. In a final model using both family process and investment measures, there was evidence of mediation but with little evidence of the specificity of parenting for particular outcomes. Results demonstrate the importance of cumulative risk and parenting in understanding child competence in rural poverty and the implications for possible intervention strategies that might be effective in maximizing the early development of these children.

This study used longitudinal data from 1,114 youth ages 11-16 and their neighborhoods from the Project on Human Development in Chicago Neighborhoods. Generalized estimating equations were used to examine whether baseline interpersonal and neighborhood protective factors predicted behavioral adjustment at waves 2 and 3 among youth who were victims of, witnesses of, or unexposed to violence, controlling for individual and neighborhood-level risks.

The First Baby Study (FBS) was a prospective cohort study designed to investigate the association between mode of delivery at first childbirth (cesarean or vaginal) and subsequent fecundity and fertility over the course of a 3-year follow-up period. Women were enrolled during pregnancy and interviewed by telephone in their third trimester. Enrolled participants were followed-up with and surveyed at 1, 6, 12, 18, 24, 30 and 36 months postpartum. Participants were enrolled in 2009 to 2011 and the last interview was conducted in 2014.

Investigators of this study bring together survey data from sources both new and old in order to test the generational hypothesis that national and world events experienced during a "critical period" of later childhood, adolescence, and early adulthood have a disproportionate effect on memories, attitudes, and actions in later life. Also considered were competing explanations for the same evidence, especially interpretations based on period and recency effects. The data come from nine surveys, mostly national, carried out in the United States and in six other countries (China, Germany, Israel, Japan, Lithuania, and Russia), between 1985 and 2010. The hypothesis is largely supported for recall of past events, and also for commemorative behavior connected to World War II and to the Vietnam War. The evidence is mixed with regard to attitudes toward the Gulf War and the Iraq invasion, emphasizing the distinction between generational effects that result from lifetime experience and those due to a critical period. The analysis considered most of the major events faced by Americans over the past 80 years, ranging from the Great Depression to current issues, including such national traumas as the assassination of President Kennedy, the Vietnam War, and the September 11, 2001, terrorist attack. Comparable events in other countries were also examined.

These data are being released in BETA version to facilitate early access to the study for research purposes. This collection has not been fully processed by NACDA or ICPSR at this time; the original materials provided by the principal investigator were minimally processed and converted to other file types for ease of use. As the study is further processed and given enhanced features by ICPSR, users will be able to access the updated versions of the study. Please report any data errors or problems to user support and we will work with you to resolve any data related issues. The Hawaii Personality and Health Cohort consists of teacher ratings of their students' personalities. John M. (Jack) Digman orchestrated the collection of the child personality data between 1959 and 1967, during his tenure as a professor at the University of Hawaii. Childhood data was collected on 2418 children in classrooms on the islands of Oahu and Kauai. Six waves of data collection were completed, and eighty-eight teachers provided assessments of their students. Children ranged in age from 5 to 14, and were in grades 1,2,3,5 or 6. The initial goal of this work was to generate ratings using a broad set of items to allow for research on the structure of personality in childhood. The data collection predated the acceptance of the Big Five model of personality. Items were selected to capture the entire range of observable personality, which at the time was thought to be characterized by 10 or more domains. Subsequent analysis by Dr. Digman, and later by Lewis R. (Lew) Goldberg, demonstrated a consistent five factor structure in the child personality data. In the early days of the emergence of the Big Five model of personality structure, the Hawaii child data provided initial evidence to support the acceptance of Big Five model of personality. Subsequent follow-up of the sample in adulthood has included multiple questionnaires, and assessments of objective markers of health. These follow-up data allowed for the first ever assessment of the stability in the Big Five over a span of 40 years. At average age 50, participants were recruited for a half day clinic visit. Objective markers of health collected at this time have supported work testing childhood personality as a predictor of physical health, and also research testing lifespan pathways linking childhood personality to physical health in adulthood. This initial release includes the full childhood cohort data. Also included are a set of Big Five scores that have been used in published research on the Hawaii Personality Cohort, and a number of different sets of personality scales derived from these data. Basic demographic information is also provided. Subsequent data releases will include questionnaire and clinic data collected in adulthood. For additional information about the correspondence between these datasets, please see the accompanying Excel file, which provides a table of overlapping variables across the datasets. Further information about this crosswalk file can be found in the "Item Overlap" section of the accompanying Study Description document. Demographic variables included in this study include gender, cultural identity, and year of birth.