|Principal Investigator:||Daniel Schroeder, PhD
|Sponsor:||Texas Workforce Commission
|Project Duration:||May 2019 – April 2021
|Description:||Researchers from the Ray Marshall Center (RMC) will conduct a study of the cost of providing quality child care in the state of Texas, the purpose of which is to provide estimates of how much more additional funding, in terms of daily rates, should be paid to providers who meet quality standards to care for children, relative to how much providers who do not meet such standards are paid. The study will be done in conjunction with the Texas Institute for Child and Family Wellbeing (TICFW), who will be responsible for consulting on the design of a pair of surveys to capture important quality factors and pricing information, and fielding the surveys to carefully selected samples of home- and center-based child care facilities.|
RMC Senior Research Scientist Dr. Chris King co-authored several two-generation (2Gen) policy briefs recently released by Ascend at the Aspen Institute. Chris, along with researchers from Northwestern University, Columbia University, New York University, Temple University, and Oklahoma State University-Tulsa, partnered with Ascend to release new findings from long-term studies of CareerAdvance®, a program developed and run by the Community Action Project of Tulsa County (CAP).
The first brief, an impact analysis, explores the effects of a 2Gen program on low-income parents’ education, employment, and psychological well-being.
The second brief, a new study, explores the effects of a 2Gen program on children’s outcomes in Head Start.
*The Ray Marshall Center has had an ongoing partnership with CAP Tulsa and Northwestern University (as well as partners at NYU and Columbia) to evaluate a sectoral, career pathway workforce strategy for the parents of young children in high-quality early childhood education in Tulsa. Center researchers led a team that designed the strategy in 2008-2009. You can view the details of the partnership here.
|Principal Investigators:||Greg Cumpton, PhD and Michael Villarreal, MPP (Co-Principal Investigator)|
|Sponsor(s):||City of San Antonio|
|Project Duration:||March 2017 – December 2018
|Description:||Since the start of Texas’ public prekindergarten program, policymakers and education leaders have attempted to raise its quality. A recent survey of public prekindergarten programs found that 49 percent of local school districts offered students a full-day of prekindergarten; while 59 percent of districts adopted policies that limit class size, staff-to-student ratios, or both (Children at Risk, 2014). More recently, Governor Abbott has successfully advocated for funding to demonstrate and evaluate the effects of higher quality prekindergarten on student outcomes. At the local level, the City of San Antonio initiated an ambitious plan to demonstrate the value of high-quality prekindergarten by funding four demonstration centers, professional development for public school prekindergarten teachers, and grants to school districts to increase the quality of their programs.
Pre-K for SA (PK4SA) is the city agency leading the implementation of San Antonio’s prekindergarten investment. PK4SA has hired the Ray Marshall Center to be its research and evaluation partner to provide its first study of the effects of its high-quality prekindergarten on near and long-terms student outcomes. Moreover, PK4SA is engaging Ray Marshall Center to conduct its evaluation of PK4SA within a larger study of Texas’ public prekindergarten program with the goal of determining how the quality of public prekindergarten programs can be incrementally improved to have longer lasting positive effects on student outcomes.
High-quality early childhood education has proven to be a cost-efficient strategy for increasing the cognitive and non-cognitive abilities of participating students. This study extends the current research on early education by investigating heterogeneous effects on long-term student outcomes. This study will explore if certain programmatic aspects of prekindergarten have a greater effect on student outcomes than others. It will also explore if all student subgroups benefit from public prekindergarten and if certain groups benefit more than others. This study uses data from the state’s student longitudinal data system, which includes student outcomes from prekindergarten through their postsecondary education and employment. This study also benefits from the cooperation of local school districts in Bexar County who have agreed to share district tests of prekindergarten and kindergarten students. This supplemental data will be used in a regression discontinuity analysis to check the robustness of statewide results that are produced from a regression analysis using propensity score matching and fixed effect techniques.
Dr. Chris King participated in the Ascend Program’s Convening on “Advancing Solutions for Children and Families” in Aspen Oct. 5-7. He is part of a working group helping draft an Ascend working paper “Postsecondary Education and Student Parents: A Two-Generation Approach for Educational Success and Economic Empowerment” that will be published by the Aspen Institute in the coming months. Chris is an inaugural Ascend Fellow, one of a select group of 20 leaders from across the country who are pioneering two-generation approaches to move families beyond poverty.
Dr. Chris King gave a keynote talk on “The Promise of Emerging Two-Generation Strategies” at the Siemer Institute Summit at the Hilton DFW Lakes Executive Center on Sept. 21st. The Summit was attended by United Way grantees of the Siemer Foundation from more than 40 communities around the country. You can view his presentation here.
|Principal Investigator:||Heath J. Prince, PhD and Monica Faulkner, PhD, LMSW
|Sponsor:||University of Texas Health Science Center and Texas Early Learning Council
|Project Duration:||February 2013 – August 2013|
|Description:||The Ray Marshall Center in collaboration with the Child and Family Research Institute at the UT Social Work department are conducting The Institutes of Higher Education (IHE) Capacity Survey funded by the Texas Early Learning Council. The purpose of the survey is to assess the level of preparedness of new professionals in the early childhood care and education (ECCE) field. The project will survey providers of ECCE working in different settings as well as administrators of higher education programs offering certificates and degrees in the field of ECCE. The research team led by Dr. Heath Prince includes Drs. Monica Faulkner and Daniel Schroeder who have extensive experience in conducting research in the field of ECCE.|
|Reports Available:||Texas Early Childhood Care and Education: Professional Preparation – Survey Data Report
Authors: Ray Marshall Center for the Study of Human Resources
Date: June 2013
Publication Type: Report, 29pp.
Texas Early Childhood Care and Education: Institutes of Higher Education – Survey Data Report
Texas Early Childhood Care and Education: Institutes of Higher Education – Capacity Survey Final Report
|Principal Investigators:||Deanna Schexnayder, MBA and Christopher T. King, PhD
|Sponsors:||Texas Education Agency, Texas Higher Education Coordinating Board|
|Research Partner:||The University of Texas at Dallas|
|Project Duration:||September 2007 – August 2012|
|Description:||The University of Texas at Dallas (UTD) and its partners — including the Ray Marshall Center — have established an Education Research Center (ERC), sponsored by the Texas Education Agency and the Texas Higher Education Coordinating Board, which will conduct research for the benefit of education in Texas, as authorized by Section 1.005 of the Texas Education Code. Current approved projects are:
Project 1: College Readiness, Transition, and Performance
The Ray Marshall Center will use linked high school and postsecondary education records, in combination with variables developed from the TEA AEIS public database to determine the rates of graduation and college enrollment for seniors in Texas school districts and factors associated with successful transitions to postsecondary education. Statistical models that were developed in a similar project that used different data sources will be run on data obtained from the ERC data warehouse to test the degree to which findings are consistent across the different data sets and available variables used in the two separate projects.
Project 2: An Analysis of Early Education Factors Associated with School Success in the Elementary Years
Ray Marshall Center researchers will conduct an exploratory analysis of the relationship between participation in pre-kindergarten and success in the early school years. Outcome measures to be used in this phase of the analysis will be either 1st grade passing rates or 3rd grade performance on TAKS tests, depending on the years of TEA data available in the ERC data warehouse at the time that the study is conducted.
|Reports Available:||Study of Early Education in Texas: The Relationship of Pre-K Attendance to 3rd Grade Test Results
Authors: Aletha Huston, Anjali Gupta, and Deanna Schexnayder
Date: March 2012
Publication Type: Report, 51 pp.
Factors Associated with Education and Work after High School for the Classes of 2008 and 2009
Authors: Greg Cumpton, Deanna Schexnayder, and Christopher T. King; with assistance from Chandler Stolp
Date: February 2012
Publication Type: Report, 93pp.
|Principal Investigator:||Deanna T. Schexnayder, MBA|
|Sponsor:||Texas Early Learning Council and University of Texas Health Science Center at Houston|
|Research Partners:||Steve Murdock, Ph.D., Hobby Center for the Study of Texas|
|Project Duration:||June 1, 2011 – October 31, 2012|
|Description:||The Ray Marshall Center is beginning work with the Texas Early Learning Council and University of Texas Health Science Center in Houston to identify and evaluate education programs and services in Texas for children under the age of 13. The project has four objectives:
1. To understand and estimate the number of children under age 13 who will be eligible for early childhood education programs and services and before and after school-age care programs and services in the near term (2012-2015).
2. To understand and document the current supply across the state of Texas of formal providers of early childhood education programs and services as well as school-age care for children under the age of 13 based on data from federal, state and local agencies and service providers.
3. To conduct a gap analysis based on objectives #1 and #2.
4. To generate a final, comprehensive state of Texas needs assessment analyzing Texas’ early childhood education and school-age care system; and provides recommendations for meeting identified gaps in programs and services and quality and recommendations for conducting periodic needs assessment.
|Reports Available:||Change in the Early Childhood and School Age Population in Texas, 2000 to 2010, and Projected to 2015
Authors: Steve H. Murdock, Michael Cline, Debbie Perez, and George Hough
Date: September 2012
Publication Type:Report, 140pp.
Publisher: The Hobby Center for the Study of Texas, Rice University
Texas Early Childhood Education Needs Assessment: Supply and Quality of Early Care and Education and School-Age Care
Texas Early Childhood Education Needs Assessment: Gaps between Need and Availability of Early Care and Education
Texas Early Childhood Education Needs Assessment: Final Report
|Principal Investigator:||Christopher T. King, PhD|
|Sponsor:||Foundation for Child Development|
|Project Duration:||April 2011 – June 2016
|Description:||In partnership with the Foundation for Child Development, the Ray Marshall Center is implementing a Dual-Generation Strategy Initiative. This project seeks to create and promote the field of “dual-generation” strategies, those in which children simultaneously participate in high-quality early and primary education (PreK-3rd) while their parents participate in leading-edge workforce development and education programs ultimately leading to long-term learning and economic success for low-skilled, low-income families in the United States. The goals of the project are to improve the understanding of dual-generation strategies among policymakers, researchers, and funders, as well as foster the implementation of dual-generation strategies at the federal and state levels. The project potentially has four (4) phases, the first two of which FCD is funding through the Center:
The Foundation for Child Development (FCD) is a national private philanthropy in New York City dedicated to promoting a new beginning for American education from PreKindergarten through Third Grade (PreK-3rd). PreK-3rd Grade Education is a seamless learning continuum, connecting high-quality PreK programs with high-quality elementary schools, to create a well-aligned primary education for all our nation’s children. The Foundation promotes the well-being of children, and believes that families, schools, nonprofit organizations, businesses, and governments at all levels share complementary responsibilities in the critical task of raising new generations.
|Reports Available:||Promoting Two-Generation Strategies: A Getting-Started Guide for State and Local Policy Makers (Revised and Updated)
Author: Christopher T. King, Cynthia J. Juniper, Rheagan Coffey, and Tara C. Smith
Date: August 2016
Publication Type: Report, 55pp
Austin Two-Generation Pilot Project Evaluation – UWGA
Promoting Two-Generation Strategies: A Getting-Started Guide for State and Local Policy Makers
Dual-Generation Strategy Initiative Research Brief
Investing in Children and Parents: Fostering Dual-Generation Strategies in the United States
|Principal Investigator:||Cynthia Juniper, MA
|Sponsor:||George Kaiser Family Foundation, W. K. Kellogg Foundation, U.S. Department of Health and Human Services’ Administration for Children and Families|
|Research Partners:||Community Action Program of Tulsa County, Harvard University’s Center on the Developing Child and Graduate School of Education, Tulsa Educare, University of Oklahoma-Tulsa’s School of Community Medicine, Northwestern University’s Institute of Policy Research, Columbia University
|Project Duration:||July 2008 – September 2020
|Description:||In collaboration with a multi-disciplinary team of partners, the Ray Marshall Center (RMC) is developing and implementing a sectoral workforce development strategy for low-skilled, low-income parents of children served by early childhood programs in Tulsa, Oklahoma. There is emerging evidence that children whose parents hold stable jobs with progressively rising incomes exhibit better academic and behavioral outcomes. RMC and its partners have undertaken a dual-generation approach to poverty reduction that strengthens the investment in early childhood development by equipping Head Start parents with workforce training and gainful employment opportunities. This approach employs a more holistic model than traditional workforce development programs, as it also includes employee counseling and other support services to help parents complete training and adult basic education, retain their jobs, advance in their careers, and become economically self-sufficient. The goal is to develop a sustainable sectoral strategy that can be replicated beyond Tulsa to other communities across the nation.
In the first phase of the project (2008-2009), RMC designed a sectoral job development strategy focused on industries featuring jobs that pay well and provide much-needed employee benefits (e.g., health insurance, annual and sick leave) as well as career advancement opportunities. In April 2009, Community Action Program of Tulsa County launched the pilot, CareerAdvance®, at two Head Start sites in Tulsa involving 15 parents. The components of the CareerAdvance® are 1) GED and college readiness instruction, as needed; 2) skills training in the healthcare sector progressing from Certified Nursing Aide to Licensed Practical Nurse to Registered Nurse; 3) weekly peer support meetings addressing a flexible set of topics (e.g., life skills, work readiness, family finances); 4) conditional cash incentives (up to $3,000 a year) for participants meeting specified benchmarks to reinforce continued participation and help offset foregone earnings; and 5) workforce intermediation between healthcare employers and training institutions provided through Workforce Tulsa. The report on the project’s first year of operation is available at the link below.
In partnership with Harvard University and the University of Oklahoma – Tulsa School of Medicine, a second pilot site was opened in July 2009 at a Tulsa Educare Center. The second pilot, EduCareers, includes all components described above as well as enhanced mental health services for participating households, curriculum enhancements for the children, parent engagement training, and a medical home. The CareerAdvance® project has now been expanded to 2015 with support from the U.S. Department of Health and Human Services’ Administration for Children and Families. RMC and partners at Northwestern and Columbia University have been engaged to provide ongoing on data collection, implementation, and outcomes analysis of project participants.
|Reports Available:||CareerAdvance® Implementation Study Findings through FY2018
Authors: Cynthia Juniper, Christopher T. King, and Amy Anderson (Northwestern University)
Date: January 2019
Publication Type: Report, 63pp.
CareerAdvance® Implementation Study Findings through FY2017
CareerAdvance® HPOG II Transition and Expansion
CareerAdvance® Implementation Study Findings through July 2015
Sustaining Two-Generation Strategies: A Case Study of Tulsa’s CareerAdvance® Program
CareerAdvance® Implementation Study Findings Through July 2014
CareerAdvance® Implementation Study Findings Through July 2013
The Evolution of the CareerAdvance® Program in Tulsa, Oklahoma
Expanding the CareerAdvance® Program in Tulsa, Oklahoma
CareerAdvance® Implementation Report
CareerAdvance® Pilot Project