and the Child Care Subsidy System Are They Receiving the Intended Benefits Amanda L Sullivan PhD LP Department of Educational Psychology Amy SusmanStillman PhD Center for Early Education and Development ID: 624256
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Young Children with Special Needs and the Child Care Subsidy System: Are They Receiving the Intended Benefits?
Amanda
L. Sullivan, PhD, LP
Department
of Educational
Psychology
Amy
Susman-Stillman
, PhD
Center for Early Education and DevelopmentSlide2
AgendaWelcome and introductionsStudy findings and implicationsDiscussion Slide3
Child Care and Development Block Grant ActCCDBG: $5.3 billion block grant program that provides funding to states, territories, and tribes to provide access to child care services for low-income families.Dual purposes: promoting economic self-sufficiency for low-income families while supporting healthy development and school readiness for children.
This research was supported in part by a grant from the Office of Planning, Research, and Evaluation (Grant No: 90YE0166), an office of the Administration for Children and Families in the United States Department of Health and Human Services.Slide4
CCDBG Secondary Analyses of Data on Child Care and Early Education GrantsWhy secondary analysis?Efficient and cost effectiveEarly Childhood Longitudinal Study – Birth CohortOPRE’s special topics relevant to decision makers:Do sub-populations experience different treatment or different service patterns?
Young children with special needs: Slide5
What are Early Childhood Special Needs?Developmental DelaysCongenital DisordersDevelopmental DisabilitiesChronic Illnesses
Preventative and rehabilitative services can reduce severity of special needs, reduce later special needs, and reduce need for specialized supports (costs).Slide6
Why Does Differential Use for Young Children with Special Needs Matter?Educational Attainment
Mental Health
Health
Relationships
Employment & Earning
Independent Living
Criminal Justice InvolvementSlide7
Study Framework
Does CCDBG equally benefit children with and without special needs?Slide8
BackgroundOnly 1 in 5 eligible families participates in program2014 reauthorization emphasized coordination among programs serving children with special needsSecondary analysis can provide baseline and highlight policy targets
Goal/Assumption:Slide9
Research QuestionsSlide10
Is There Equal Use of Subsidies? Throughout early childhood, children with special needs are less likely to access subsidized child care.Families least likely to access subsidized careNon-English households
Married parents
M
ultiple siblings
Nonworking momsSlide11
What Types of Care Are Accessed by Children with Special Needs?Slide12
Types of Care Accessed Slide13
Quality of Care Received by Subsidy Recipients v. Non-recipientsNo consistent improvement in access to
quality careSlide14
SummarySlide15
ConclusionSlide16
ImplicationsFamilies have differential access to subsidized care.Quality needs improvement because it is quality that stands to reduce special needs and costs.Parents may face barriers to use of subsidized care.Child’s special needs as a barrier to workforce involvement because of need for flexible schedule, knowledgeable providers.Receptivity or appropriateness of providers may reduce access to quality care.Slide17
CCBDG Allows State FlexibilitySlide18
Thank you For more information, please contact:Amanda Sullivan, asulliv@umn.eduAmy Susman-Stillman, asusman@umn.eduVisit
www.cehd.umn.edu/ceed/projects/subsidyutilization/default.html