Subject: Studies in the News 02-34 (June 13, 2002)

Studies in the News
Children and Family Supplement

Contents This Week

   Training professionals about family violence
   Parents with criminal records face barriers
   Intergenerational progress of Mexican Americans
   Lack of diversity on television
   Study links test scores to peers
   House child care and early education bills
   National education indicators
   Adult education and literacy
   Education statistics
   Working mothers in a bind
   Uninsured children reached through Head Start
   Interpretatation services for health care
   Prenatal cocaine exposure
   Handbook for professionals.
   Child care center licensing
   Parents' influence on child development
   Early Head Start
Introduction to Studies in the News

Studies in the News: Children and Family Supplement is a service provided to the California Children and Families Commission (CCFC) by the State Library's Research Bureau and State Information and Reference Center. The service features weekly lists of current articles focusing on Children and Family policy. Prior lists can be viewed from the California State Library's Web Catalog by selecting the Special Resources link on the opening page at

Service to State Employees:

  • When available, the URL for the full text of each item is provided.

  • Items in the State Library collection can be checked out to state officials and staff.

  • Access to all materials listed will be provided by the State Information Reference Center, either by e-mail to or by calling 654-0261.

The following studies are currently on hand:



Confronting Chronic Neglect: The Education and Training of Health Professionals on Family Violence. By Felicia Cohn and others, Institute of Medicine. (National Academy Press, Washington, DC) 2002. 349 p.

Full Text at:

["Family violence affects more people than cancer, yet it's an issue that receives far less attention.... [This book] offers recommendations, such as creating education and research centers, that would help raise awareness of the problem on all levels. In addition, it recommends ways to involve health care professionals in taking some responsibility for responding to this difficult and devastating issue."]

[Request #S5168]

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Every Door Closed: Barriers Facing Parents with Criminal Records. By Amy E. Hirsh and others, Community Legal Services, Incorporated. Prepared for the Center for Law and Social Policy. (The Center, Washington, DC) 2002. 109 p.

Full Text at:

["This report examines some of the barriers that, singly and in combination, tear families apart, create unemployment and homelessness, and guarantee failure, thereby harming parents and children, families and communities........ Laws and policies must change to allow incarcerated parents to be able to maintain their ties to their children, so that children will not forever lose the opportunity to know and have a loving relationship with their parents."]

[Request #S5169]

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Falling Behind or Moving Up? The Intergenerational Process of Mexican Americans. By Jeffery Grogger and Stephen J. Trejo, Public Policy Institute of California. (The Institute, San Francisco, California) 2002. 132 p.

Full Text at:

["The study says that educational disparities among first- and second-generation Latinos may be influencing the progress of the third generation. The report, using census data, concluded that progress for Mexican-Americans stalled after the second generation, with only modest improvement in educational attainment and no real wage growth." San Diego Union-Tribune (May 26, 2002) B1.]

[Request #S5170]

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Fall Colors 2001-02: Prime Time Diversity Report. By Katharine E. Keintz-Knowles, The Children and the Media Program, Children Now. (The Program, Oakland, California) 2002. 48 p.

Full Text at:

["Lack of TV Diversity Hit; Prime-Time Casts Made Up Mostly of White Men, Study Says: During the 8-to-9 p.m. hour, when children are most likely to tune in, 61 percent of all network shows are peopled with casts considered all white or all black.... Homogeneity in casts, whether it is all black or all white, contributes to a kind of TV segregation.... Children should see positive characters ... interact in healthy relationships with different races, according to research." San Francisco Chronicle (May 15, 2002) A2.]

[Request #S5172]

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Economically Segregated Schools Hurt Poor Kids, Study Shows. By Alan Gottlier, Piton Foundation. (The Foundation, Denver, Colorado) May 2002. 8 p.

Full Text at:

["Study Links Test Scores to Peers' Economic Status: Denver's poorest children score higher on reading tests if they have a lot of wealthier classmates. At schools where 50% or fewer students lived in poverty, about 50% of poor students met or exceeded CSAP reading standards. At schools where more than 75% of students were poor, only 33% of poor students met or exceeded standards." Education Commission of the States e-clips (May 21, 2002) 1.]

[Request #S5173]

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Side-by-Side Comparison of Child Care and Early Education Provisions in House Bills and Administration Proposals. By Jennifer Mezey and others, Center for Law and Social Policy.(The Center, Washington, DC) May 7, 2002. 10 p.

Full Text at:

["This document summarizes and compares selected child care and early education provisions in current law, the Administration's TANF proposal and Early Education Initiative, and major House bills addressing reauthorization. Descriptions of TANF provisions are based on a White House document, Working Toward Independence, released in February."]

[Request #S5174]

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The Condition of Education, 2002. By John Wirt and others, National Center for Education Statistics, U.S. Department of Education. NCES 2002-025. (The Center, Washington, DC) June 2002. 364 p.

Full Text at:

["This report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates."]

[Request #S5175]

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Head Start And Even Start: Greater Collaboration Needed on Measures of Adult Education and Literacy. By the U.S. General Accounting Office. GAO-02-348. (The Office, Washington, DC) March 2002. 35 p.

Full Text at:

["Head Start, Even Start Share Common Elements, Differ in Focus: While the Head Start and Even Start programs were designed to similarly address the literacy needs of poor families with young children, in practice they work somewhat differently, according to the GAO.... The report recommended the Department of Health and Human Services ... urge providers to 'coordinate the development of similar performance goals and indicators for adult education and literacy outcomes." Early Childhood Report (May 15, 2002) 1.]

[Request #S5176]

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Digest of Education Statistics, 2001. By the National Center for Education Statistics. (The Center, Washington, DC) 2002. Various Pagings.

Full Text at:

["This compilation covers prekindergarten through graduate school, with numbers of schools and colleges, teachers, enrollments, educational attainment, finances, federal funds, outcomes for graduates, libraries, technology and international comparisons." Connect for Kids (May 28, 2002)]

[Request #S5177]

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Working Mothers in a Double Bind: Working Moms, Minorities Have the Most Rigid Schedules and Are Paid Less for the Sacrifice. By Elaine McCrate, Economic Policy Institute. (The Institute, Washington, DC) May 2002. 20 p.

Full Text at:

["This briefing paper finds that while three fourths of mothers with children 18 and younger now work outside the home it is not clear that the workplace is meeting the three primary needs of working mothers: fair pay, flexible time, and programs like child care that make it possible for them to go to work. Despite the recent attention given to the needs of working mothers for flexible schedules, mothers are no more likely than other workers to be able to determine the times they arrive at and leave work, or to decide when to take an occasional day off." HandsNet (May 10, 2002)]

[Request #S5178]

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Reaching Uninsured Children Through Head Start and School Lunch Programs. By Holly A. Kenny, National Conference of State Legislatures. (NCSL, Denver, Colorado) March 2002. 40 p.

["Two innovative approaches that states are taking to reach and enroll eligible children -- linking Medicaid and SCHIP outreach and enrollment processes with the National School Lunch Program and the National Head Start Programs.... This report addresses the benefits and challenges that await states that might be contemplating these outreach options and draws on the results of a recent NCSL survey of states that have embarked on these efforts."]

[Request #S5179]

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Providing Language and Interpretation Services in Health Care Settings: Examples from the Field. By Mary Youdelman and Jane Perkins, National Health Law Program. The Commonwealth Fund. (The Fund, New York, New York) May 2002. 62 p.

Full Text at:

["This report examines the need for language services to ensure quality health care for people with limited English proficiency.This issue is significant because previous studies have found that inadequate language services can negatively effect access to and quality of health care, leading to serious health consequences." CDF Child Health Information Project (May 3, 2002)]

[Request #S5181]

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Prenatal Cocaine Exposure: Scientific Considerations and Policy Implications. By Suzanne L. Wenzel and others, Rand Drug Policy Research Center. MR-1347-DPRC. (RAND, Santa Monica, California) 2001. 39 p.

["This report discusses three preventive strategies: primary prevention (preventing substance abuse before and during pregnancy); secondary prevention (identifying pregnant women who use drugs and minimizing their drug use); and tertiary prevention (reducing the adverse consequences of substance exposure in children who were exposed in utero."]

[Request #S5182]

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Helping Others through Teamwork: A Handbook for Professionals. By Howard Garner. Child Welfare League of America. (CWLA Press, Washington, DC) 2002. 170 p.

["The book was written to help practitioners who work on interdisciplinary teams understand the team approach.... The author addresses all helping fields -- child care, education, social work, physical therapy, counseling, and specialized therapies.... The new edition also provides a training workbook including masters for overhead presentations and team exercises for use in team building and in teaching network."]

[Request #S5183]

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2002 Child Care Center Licensing Study. By The Children's Foundation, National Child Care Advocacy Program. (The Foundation, Washington, DC) 2002. 272 p.

["The information reflects data provided by the regulatory offices in the 50 states, District of Columbia, Puerto Rico and the Virgin Islands.... This edition includes new and expanded informaition in many categories, along wih a new category: Parental Contacts.... The 2002 Study shows a 24% increase from 1991 in the number of regulated centers nationwide."]

[Request #S5185]

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Parenting and the Child's World: Influences on Academic, Intellectual, and Social-Emotional Development. By John G. Borkowaski and others. (Lawrence Erlbaum Associates, Mahwah, New Jersey) 2002. 389 p.

["In this text, we search for when, where, and how parenting matters and the major antecedents and moderators of effective parenting. The contributions, in the main, focus on the major conceptual issues and empirical approaches that underlie our understanding of the importance of parenting for child development in academic, socio-emotional, and risk-taking domains." NOTE: Parenting and the Child's World ... is available for 3-day loan.]

[Request #S5186]

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[The following studies, reports, and documents have been ordered or requested, but have not yet arrived. Requests may be placed, and copies will be provided when the material arrives.]



Making a Difference in the Lives of Infants and Toddlers and Their Families: The Impacts of Early Head Start. By John M. Love and others, Mathematica Policy Research Inc. Prepared for Child Outcomes Research and Evaluation, U.S. Department of Health and Human Services. (The Department, Washington, DC) June 2002.

["According to this report, the numerous Early Head Start impacts that span most important outcome areas at age 3, even though modest in size, represent a significant policy achievement, given the history of program evaluations demonstrating few positive impacts. Early Head Start programs have not produced impacts in every dimension of child development, parenting, and family functioning that they hoped to influence, however, and this report also describes areas in which programs could work to enhance their services." NOTE: Making a Difference ... will be available for 3-day loan.]

Volume 1 - Final Technical Report, 470 p.:

Volume 2 - Appendixes, 394 p.:

Volume 3 - Local Contributions Report, 394 p.:

[Request #S5187]

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