Inside the classroom door: Child care workforce and classroom characteristics experienced by children in subsidized care
Understanding the aspects of subsidized child care that contribute to or, inversely, undermine optimal developmental outcomes for children, particularly school readiness skills, is important to both policy and practice. This study examines the characteristics of teachers and classrooms that serve subsidized children in an attempt to understand how they give rise to child outcomes. It is undertaken in partnership with Georgetown University and the University of Chicago.
Funding Source: U.S. Administration for Children and Families
Contact: Anne Martin, Dr.P.H.