Tamara Halle | University of Michigan (original) (raw)
Papers by Tamara Halle
A review of the literature on access to high-quality care for infants and toddlers. Child Trends.... more A review of the literature on access to high-quality care for infants and toddlers. Child Trends. * The search terms above were used alone and/or in various combinations. The terms "infant" and "toddler" and "care" or "child care" were also added to each search term to narrow the results. * Note: All search terms were used in various combinations. The terms "infant" and "toddler" were also added to each search term to narrow the electronic searches We conducted all searches related to access and quality on Google Scholar, Academic Search Complete, and Research Connections. We limited results to reports and papers published between 2008 and 2018 in the United States.
Mathematica Policy Research Reports, 2015
This guidebook, geared toward program, state, and child care network leaders, describes key tasks... more This guidebook, geared toward program, state, and child care network leaders, describes key tasks and milestones of each of the four stages of implementing a parenting intervention: exploration, installation, initial implementation, and full implementation.
As states and communities invest in initiatives to improve the quality of early care and educatio... more As states and communities invest in initiatives to improve the quality of early care and education, the measurement of quality is becoming more widespread and the importance of measuring quality well is gaining increasing attention (Zaslow, Tout, & Martinez-Beck, 2009). Within the broad context of interest in improving quality, this Issue Brief seeks to differentiate among a number of specific purposes for measuring quality in early childhood settings, and to identify the implications of these differing purposes for the careful and appropriate measurement of quality. In this brief, we will: Review previous research that highlights the importance of identifying the purposes of measurement, Distinguish among different purposes for conducting assessments of quality in early childhood settings, Discuss the need for precaution when assessments seek to address multiple purposes at once, and Raise implications for developing future measures.
PsycEXTRA Dataset
... Kathryn Tout, Martha Zaslow, Tamara Halle, and Nicole Forry are researchers at Child Trends. ... more ... Kathryn Tout, Martha Zaslow, Tamara Halle, and Nicole Forry are researchers at Child Trends. ... in Washington DC's Going for the Gold Program, while Pennsylvania's QRS requires an average score of 4. 5 (with no classroom/age group lower than a 3.0) for a three-star rating in ...
PsycEXTRA Dataset
Education and business leaders as well as the public at large have grown increasingly concerned a... more Education and business leaders as well as the public at large have grown increasingly concerned about the achievement disparities that children from at-risk backgrounds manifest at a young age. 1-3 Research has noted that children from low-income families, black and Hispanic children, children from Spanish-speaking homes, and children of mothers with low levels of education on average perform worse on indicators of academic achievement than their more advantaged peers. 1-6 However, much of the research and policy attention has focused on the preschool years (ages 3-5) leading immediately into the transition to kindergarten, 4, 5, 7 or on later elementary school and high school. 8 Research that has explored disparities based on sociodemographic risk factors i at earlier ages has indicated that disparities in cognitive development are evident at 24 months of age 9-11 , with a few studies documenting developmental disparities based on sociodemographic risk within the first year of life. 6, 12-14 Very little research, however, has used nationally representative data to explore whether disparities are found within the first year of life, and whether disparities are evident across a wider range of developmental outcomes. ii Early childhood initiatives that take into account the entire preschool period of 0 to 5 years need a better understanding of the disparities which may be emerging at the very youngest ages in order to address these gaps with effective, targeted interventions for children ages 0 to 3 or the full age range from birth to school entry. This brief adds to the body of knowledge by using data from a nationally-representative sample of infants born in the year 2001 to examine multiple sociodemographic characteristics that may be associated with developmental disparities at 9 and 24 months of age. We examine developmental outcomes in three domains: cognitive development, general health, and socialemotional development. First, we examine possible disparities in each of these developmental domains associated with family income, comparing infants/toddlers from families at or below 200 percent of the federal poverty threshold to those whose families are above this threshold. iii We next assess the prevalence of developmental disparities by race/ethnicity, home language, and mother's educational attainment. Although low socioeconomic status (SES) has been found to account for most of the variance in cognitive scores in previous research, 3 low SES is highly correlated with other demographic characteristics, such as racial/ethnic minority status. 15 Furthermore, previous research has shown the presence of multiple risk factors has significant effects on children's developmental outcomes. 16 In order to further explore the influence of low income and other sociodemographic factors, we examine the overlap in these characteristics i Typical sociodemographic risk factors include low family income, low parental education, single parenthood, and teen parenthood. ii As a notable example of analyses of children's abilities in the age span of 0-3 using national data, see Snyder, T. D. (2008). Child care quality and early academic skill acquisition among preschoolers. Paper presented at the
Early Childhood Research Quarterly, 2012
ABSTRACT a b s t r a c t We are delighted to reflect on the 10 papers highlighted in this importa... more ABSTRACT a b s t r a c t We are delighted to reflect on the 10 papers highlighted in this important special issue of Early Childhood Research Quarterly devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start datasets that are available for researchers to analyze. Then, we comment on the papers in this special issue from a methodological and statistical standpoint. Finally, we reflect on themes that stood out across the various papers. Throughout, we make recommendations for future large-scale data collection efforts and future research on Head Start and Early Head Start programs.
2010 This report was prepared for the U.S. Department of Education under Contract No. ED-04-CO-00... more 2010 This report was prepared for the U.S. Department of Education under Contract No. ED-04-CO-0038/0002 by Child Trends. James Maxwell served as the contracting officer's representative. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. U.S. Department of Education
Child Trends, Inc., 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008. Tel: 202-362-55... more Child Trends, Inc., 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008. Tel: 202-362-5580; Fax: 202-362-5533; Web site: http://www.childtrends.org. ... Prepared for the Pathways Mapping Project, operating under the auspices of the Project on Effective ...
Zaslow works to bring research on children's development to policy makers and the broader public ... more Zaslow works to bring research on children's development to policy makers and the broader public and to bring information about policy developments to the SRCD membership. She also oversees the SRCD Policy Fellowship program. As Senior Scholar at Child Trends, Dr. Zaslow's research focuses on early childhood development and takes an ecological approach, considering the role of multiple contexts including the family, early care and education (ECE) settings, and programs and policies for families with young children.
National Center for Education Statistics, 2012
tracked the educational experiences of a nationally representative sample of children who were in... more tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998-99 school year. Approximately 12 percent of the ECLS-K cohort came from homes where the primary language was one other than English in the fall of kindergarten (table 1).
A review of the literature on access to high-quality care for infants and toddlers. Child Trends.... more A review of the literature on access to high-quality care for infants and toddlers. Child Trends. * The search terms above were used alone and/or in various combinations. The terms "infant" and "toddler" and "care" or "child care" were also added to each search term to narrow the results. * Note: All search terms were used in various combinations. The terms "infant" and "toddler" were also added to each search term to narrow the electronic searches We conducted all searches related to access and quality on Google Scholar, Academic Search Complete, and Research Connections. We limited results to reports and papers published between 2008 and 2018 in the United States.
Mathematica Policy Research Reports, 2015
This guidebook, geared toward program, state, and child care network leaders, describes key tasks... more This guidebook, geared toward program, state, and child care network leaders, describes key tasks and milestones of each of the four stages of implementing a parenting intervention: exploration, installation, initial implementation, and full implementation.
As states and communities invest in initiatives to improve the quality of early care and educatio... more As states and communities invest in initiatives to improve the quality of early care and education, the measurement of quality is becoming more widespread and the importance of measuring quality well is gaining increasing attention (Zaslow, Tout, & Martinez-Beck, 2009). Within the broad context of interest in improving quality, this Issue Brief seeks to differentiate among a number of specific purposes for measuring quality in early childhood settings, and to identify the implications of these differing purposes for the careful and appropriate measurement of quality. In this brief, we will: Review previous research that highlights the importance of identifying the purposes of measurement, Distinguish among different purposes for conducting assessments of quality in early childhood settings, Discuss the need for precaution when assessments seek to address multiple purposes at once, and Raise implications for developing future measures.
PsycEXTRA Dataset
... Kathryn Tout, Martha Zaslow, Tamara Halle, and Nicole Forry are researchers at Child Trends. ... more ... Kathryn Tout, Martha Zaslow, Tamara Halle, and Nicole Forry are researchers at Child Trends. ... in Washington DC's Going for the Gold Program, while Pennsylvania's QRS requires an average score of 4. 5 (with no classroom/age group lower than a 3.0) for a three-star rating in ...
PsycEXTRA Dataset
Education and business leaders as well as the public at large have grown increasingly concerned a... more Education and business leaders as well as the public at large have grown increasingly concerned about the achievement disparities that children from at-risk backgrounds manifest at a young age. 1-3 Research has noted that children from low-income families, black and Hispanic children, children from Spanish-speaking homes, and children of mothers with low levels of education on average perform worse on indicators of academic achievement than their more advantaged peers. 1-6 However, much of the research and policy attention has focused on the preschool years (ages 3-5) leading immediately into the transition to kindergarten, 4, 5, 7 or on later elementary school and high school. 8 Research that has explored disparities based on sociodemographic risk factors i at earlier ages has indicated that disparities in cognitive development are evident at 24 months of age 9-11 , with a few studies documenting developmental disparities based on sociodemographic risk within the first year of life. 6, 12-14 Very little research, however, has used nationally representative data to explore whether disparities are found within the first year of life, and whether disparities are evident across a wider range of developmental outcomes. ii Early childhood initiatives that take into account the entire preschool period of 0 to 5 years need a better understanding of the disparities which may be emerging at the very youngest ages in order to address these gaps with effective, targeted interventions for children ages 0 to 3 or the full age range from birth to school entry. This brief adds to the body of knowledge by using data from a nationally-representative sample of infants born in the year 2001 to examine multiple sociodemographic characteristics that may be associated with developmental disparities at 9 and 24 months of age. We examine developmental outcomes in three domains: cognitive development, general health, and socialemotional development. First, we examine possible disparities in each of these developmental domains associated with family income, comparing infants/toddlers from families at or below 200 percent of the federal poverty threshold to those whose families are above this threshold. iii We next assess the prevalence of developmental disparities by race/ethnicity, home language, and mother's educational attainment. Although low socioeconomic status (SES) has been found to account for most of the variance in cognitive scores in previous research, 3 low SES is highly correlated with other demographic characteristics, such as racial/ethnic minority status. 15 Furthermore, previous research has shown the presence of multiple risk factors has significant effects on children's developmental outcomes. 16 In order to further explore the influence of low income and other sociodemographic factors, we examine the overlap in these characteristics i Typical sociodemographic risk factors include low family income, low parental education, single parenthood, and teen parenthood. ii As a notable example of analyses of children's abilities in the age span of 0-3 using national data, see Snyder, T. D. (2008). Child care quality and early academic skill acquisition among preschoolers. Paper presented at the
Early Childhood Research Quarterly, 2012
ABSTRACT a b s t r a c t We are delighted to reflect on the 10 papers highlighted in this importa... more ABSTRACT a b s t r a c t We are delighted to reflect on the 10 papers highlighted in this important special issue of Early Childhood Research Quarterly devoted to recent secondary data analyses of the FACES and EHSREP datasets. First, we provide some background on Head Start research and give an overview of the large-scale Head Start and Early Head Start datasets that are available for researchers to analyze. Then, we comment on the papers in this special issue from a methodological and statistical standpoint. Finally, we reflect on themes that stood out across the various papers. Throughout, we make recommendations for future large-scale data collection efforts and future research on Head Start and Early Head Start programs.
2010 This report was prepared for the U.S. Department of Education under Contract No. ED-04-CO-00... more 2010 This report was prepared for the U.S. Department of Education under Contract No. ED-04-CO-0038/0002 by Child Trends. James Maxwell served as the contracting officer's representative. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. U.S. Department of Education
Child Trends, Inc., 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008. Tel: 202-362-55... more Child Trends, Inc., 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008. Tel: 202-362-5580; Fax: 202-362-5533; Web site: http://www.childtrends.org. ... Prepared for the Pathways Mapping Project, operating under the auspices of the Project on Effective ...
Zaslow works to bring research on children's development to policy makers and the broader public ... more Zaslow works to bring research on children's development to policy makers and the broader public and to bring information about policy developments to the SRCD membership. She also oversees the SRCD Policy Fellowship program. As Senior Scholar at Child Trends, Dr. Zaslow's research focuses on early childhood development and takes an ecological approach, considering the role of multiple contexts including the family, early care and education (ECE) settings, and programs and policies for families with young children.
National Center for Education Statistics, 2012
tracked the educational experiences of a nationally representative sample of children who were in... more tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998-99 school year. Approximately 12 percent of the ECLS-K cohort came from homes where the primary language was one other than English in the fall of kindergarten (table 1).