~~93-2 1

. ~

The JQB5 Child Outcomes Study

4verview Brite~ing

August 23, 1993

Chil.d Treads, ~.nc.Washington, DC

Sub-contcactor to Maapowex DemonstrationResearch Corporation

New York, NY

Exhibit 1

T~e Jobs Evaluation: Overview

P~rpases of the Evaluation: to assess the impact of the JOBS program on increasingearnings and employment, reducing poverty, increasing job stability and self-suffieiency,increasing literacy anc€ quantitative skills and the attainmenc of high school or GEDcredentials, and reduc ing govemment e~cpenditures; to compare the JOBS human capitaidevelopment approach with tradirional labor force attachment approaches ; to assess the eosteffectiveness of JOBS and sub-group irnpacts; ta assess implenientation af the JaBS pragramand levels of participatian and features associated with positive irnpacts ; and to assessautcomes far pre-school children of women mandated ta participate in J 'OBS

''I~pe A sites exa~nine the Hunnan Capital I7eve[apment (HCD or E1) appraach comparedwith a cantrol group {C) :W~yne County, MIOklahoma Caunty and surrounding Coeinties, OKMultnvmah and Washingtan Counties, O R

Type B sites exarnine Human Cap ital Development (HCD or E1} approach campared withLabor Force Attachment (LFA or E2) approach and a controi gro~p (C} :Riverside Cauntry, CAFuiton County, GAKent County, MI

One Type B site assess~s an approach that ~i ntegrates JOBS and welfare case managementcampared with separate case management :Franklin County, OH

Fs and Cs are alI entitled to AFDC benefits, Food Stamps, Med ica.id, and transitianalbene~its including child care

Sample ~ SS,004 AFDC recipients and applicants randomly assigned to an experimental vrcontrol graup

In the three "f~lt survey" sites, 6,&0~ individuals wi[1 be interviewed far tiie two-year follow-u~ . All of these survey respandents will receive a cor~unon set of quest ions pn ec€ucation,employment, household composition and income, and a brief set of questians ~ on childcen'soutcomes; 3,000 of these individuals will also be members of the child outcomes sample andwill complete the child modules as wcll . The common oore will alsa be cornpteted by 2,400individuals in the other faur sites .

Data will be availabie on all sample members in all seven sites fram the standard clienteharacteristics form, AFDC records LJI records, and Fnod Stamp re GOrds .

Exl~ibit 2:

The ~OSS Chitd Outco~es Stud~

CURRENT STUDY DESIGN

Pnrpose of ti~e Study: to ovmpare Iongitudinally the develap~n.ental oatcomes . for young childrenin families receiving AFDC whose mothers are randoxniy assigned to (1) participate in basiceducational activities (the Human Capital Developmeni group), or (2) to seek employinent (theLabor Force Attachment group}, or (3} be in a oontrol grou p

~ Children aged 3-5 at Baseline

• Data col~e.ction at Baseline and 2 year follow-up ; with an optional4-year follow-up

• Mathers are randomly assigned to one af two experimental groups, the HumaEn CapitatDeveloprnent group (EIs) oc Labor Force Attachment group (E2sj, or ta a conErol group

• Data from teacher and schoaI recprds to be callected approximately 2 years after the Two-Year Recipient Survey, when the children are aged 7-9

• Three sites : Atlanta, GA; Riverside, CA; and Kent County, MI

• Baseline data include achievement test, Standard Glient Characteristics fonn, brief aititudesurvey called Participation Factors and Attitudes Survey, and in-person interviews andassessments with 750-$00 mother - child pairs at Baseiin~ (350 in the Human CapitalDeveloprnent stream, 250 in the Labor Force Attachment stream, and I50-2(?0 controls }

• Hornogeneiry in treatments and serviees aeross site s

• Data will l~e collected about child outcornes and about intervening rnaternal, family and childprocesses hypathesized to affect these outcomes

• 3,000 children at time of Two-Year Recipient Survey: 1125 in the Human Capita!Development groe~p; 750 in the Labar Forc~ Attachment group; and 1125 controis

• Four types a€ child outcomes:

- cognitive development and academic achievement- safery and health- problem behavior and emarionaI well-b~ing- social develapment

~ Observational study of mother-child interacrion being conducted arnang 300 Atlanta familiesio exarnine aspects of the ma€her-child reiatio~ship, such as rnaternal warmth and teacE~ingstyle, that are difficult to measure with survey rneasure s

• Baselin~, Twa-Year and optional Four-Year Fallaw-Up Surveys funded by DHHSfASPE ;t~acher and schaal records study funded hy the U .S. Departnaent of Education ; observatianalstudy funded by the Foundation for Child Development, the Wiliiam T. Grant Foundation,and the Smith Richardson Foundation; additional rnethadogical and multivariate analysesfunded by the Natianal Institute of ChiId Heaith and Human Development

Exhibit 3Desig~ Overview of the Child Outcomes Stud y

Baseline

700-750

35~2S0

150-200

Fulton Counry,GA

6-16 weeks afterrandom

assignment

Moth~rs withchildren ages 3to S at randomassignment ta

J4BS

Twa-~ear Survey [ School records ! Wave 1 Observation ] Wave 2 Observatio n

Total Atlanta3000 1159 18(]02

1125 450 900750 260 ---1125 45U 900

Fulton Connly, GA Fulton County, GAKent County, MI Kent County, MI

Ri~+erside, GA Riverside, CA

Two years after Four years afterrandom assignment ean~arn assigr~ment

Mo#hers withchildren ages 3 to 5

at randomassignment to

JOBS

Sel~ adrninisteredyuestionnaire forteachers of HCDand conErol group

chilclren in theTwo-Year 5urvey

and schovl records

300.350

200

~.QQJ7.50

Fultan Cc~unly, GA

4-8 months afterrandom assignment

with at least 2months between

Baseline and Wave 1

Subgroup af mothersin the Baseline

study, with childrenages 3 to 4 at

randam assignmentto JaBS

Feasibility to bedetermined

Fultan County, GA

Three years afterrandom assignment .

To be determined

~ All respondea#s will have completed the SCC, PFAS, and acbievement tesis just prior to randam assignment . See overveew of data collection

points for descripiion,

Z F.stimated sainple size

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March In-Harne Baseiine1992 Survey data

collection began

Oct. 1992 Wave1Observational datacollection bega n

Aug. 1993 Preliminary Baselinedata file availabl e

Qct. 1993 Two-Year Surveydata collectian beginsin Riverside

Dec, 1993 In-Hornc BaselineData collection ends

Marc~ Two-Year Survey WQrk plan ta b e1944 data collectinn begins developed

in Atlanta and KentCaunty

Dec. 1994 V{la~e1Observational datacvllection ends

Spring Bascline anatysis 6le1994 available

Winter V~laee 11994 Observationat

analysis fileavailable

Exhibit ~, cont inued

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Mar. 1995 Wave 2ObservationaI datacollection begins

June 1995 Final report onBasel ine da ta

Fa ll 1995 Twa-Year Survey Final report ofdata eollection end s Wave 1in Riverside Observat ional data

Winter Two-Year Survey1995 data eol lect ion end s

in Atlanta and Kent

1995-1996 School records dataschoa lyear collection hegins

J'une 1996 Wave 2~bservatio~al datacallec tion ends

November Two-Yea r Survey199G ana lys is fi le ava ilable

March M erge ci survey and1997 abse rvational analysi s

~i le avai[abl e

Sumrner Final re~ort an Two- 5choo l recvrds daEa Final repor t on Wave1998 Year Survey data ana lys is file available 2 Observationa~ data

Sumrn er Final report on2000 schao l records data

Exl~ibit 5

Hypotheses Regarding The Impactof the JOBS Frogram on C6ildren

Null Hypothesi s

1 .

2 .

3 .

There is a lack of pragram impacts an mothers and children

A. The IOBS program w11 not have significant impacts on welfare receipt, familyincome, maternal edncation or achievement . Further, motE~ers' subjeetive well-bei~ng,and the environment of the home will not be rneaningfully affected by mothers' heingsubject to the JOBS program .

B. The JOBS program wil lmothers mandated todevelapment and schao lbehavior pro6lems) .

therefore have no irnpacts on the pre-sehool chiidren ofparticipate in any child outcame domain (cog~itiveperformance; safery and health; sacial develogment; and

Program impacts on mathers are nat of suffieient magnitude to afj~'ect children

A. The 7QBS prograrn wiill have signi~i cant effects on matemal education and/or ineorn eand ass4ciated positive effects on the home env ironrnent. However the magnitud eof effects wiIl not be Iarge.

B. Children wi11 show no differences on rneasures of deve[opment, becae~se changes inthe home eneironment are not of suffeient rnagnitude to impact on development.

There are no impacts on children because of mr.xed impaets on mothers

A. Significant irnpacts will be detect~d far mothers, but these wil~ involve both pasitiveand negative effects . For example, income and education may increase significantly ,but at the same time cnaternal stress and depression may increase .

B. Cluldren vvill experience a balanc~ of positive and n~gative in~ ~luence s on theirde~elopment . Far example, there will be mare mater ia! resaurces and cogn irivest irnulation avai3able in the home, but this will be offset by higiz stress levels in th emother and less positi~e Enother -cl~ild interactions . Because of the balancing afpasitive and negative influe~ces on development, overall, children vvill show noirnpacts of the mather 's being subject to the 3~BS mandate .

Hvpotheses for averall Gmup Difference s

1. Group differenees based on ehanges in incame

A. Mothers subject to the J~BS mandate will experience substantial increases inincome .

S. Such i~n:creases in income witl have positi~e impacts on chiid outeomes in all domains .

Exhibit 5 , cantinued

2. Group dif~`erences based on changes in education and cognitive attainmen t

A. Mothers in the HCD stream wiEl experience major increases in education andachievement . '

B. Such increases in matemal education and/or cognitive attainment will have positiv eimpacts on parenting behaviors anc~ on chiId autcomes in atl damai~s, ~artiGUEarlycagnitive achievernent.

3. Group differences based on changes in materrcal subjectiue welI beir~g

A. Mothers subject ta the JOBS inandate wili experience substantially rnore stress .Measures of sub~ective well-being (stress, depression, lacus of control} will be tes s€avorable amang mothers in the JOBS experunental groups .

B. Increases in maternal stress or degression will affeet ciuldren's development,garticularly problem ~ehaviors and sacial relations .

4. G,r~up dif~'erences ussociated with expasure to poor quality child care

A. Mothers subject to the JOBS rnandate wiIl need to Locate child care within a limite dperiod of time in ocder to fulfill progam requirements . The limited time availableto loeate an arrangement, and the lirn ited amaunt af money grovicied by the chi~ dcare subsidy will rest~lt in a higher prvportion of children in the experimental gro~p srelative to the control group being placed in ch .i~d care that is not of high quality artha~ is unsiable .

B. Poor quality or unsta6I~ care received by many children in the JUBS experirnentalgroups wiil resuit in less optimal developrnent of clzildren in the experimental groupsacross indices of cognitive devetopment, adjustrrxent, soeial development, safety andhealth .

Hmvtheses for Sub-grvups Identified at Baselin e

'The following sub-groups can be idenrified based on data collected at Baseline :

families whv have been an welfare for 2 years or moremothers with low literacy score smathers w~o have not completed high schoal ar received a GEDmathers with little or na histary of employmentmathers who feel maternal e~ployrnent is not appropriate for

mot~ers with preschool~rsmathers who show high levels of depressio nmothers who feel a high degree oF time stressmothers who report low levels of social suppo~ tmothers who report external locus of control

Exhibit 5, continued

Speafic hypotheses far 3 types of subgrougs can be articulated :

1. Subgroups differing in initial saciaeeonomic status and human capita d

A. Mothers with a long w~lfare h istory, little work experience, low eognitive achievementscares, or )i~nited e~ucarion at Baseline wiIl find the JOBS mandate onerous,stressful, and difficult ta f~ffiIl . Irnpacts on education, emgioyc~ : ent and incarneamang these mothers will be small if they accur at all .

B. Children of these mathers will be negatively affected hy rnaternal stress anc~ paorerpsychalvgical well-being. These negative impacts will not be ofFset by increases ineducation, achievement, or incotn .e. Hence, child outcames w ilt be poor for thesechildren .

C. Outcor~. es for children will be particularly poor for children of rnothers who havemare than one of the inirial characterisrics noted above (longer time an welfare ,~imited educ~.tian and previous emp~oyrnent, lor ~ v level of cognitive attainment).

2. Subgroups di,~̀ering in initial levels of maternal subjective weli-being

A. Mothers who show high initia~ levels of depression or stress, have limited socia .lsupport, or show external locus of control, will not be able ta respond positively t othe challenges posed by the JOBS program, and will exgerience the rnandate a sstressful and frustrating . These mothers wiIl show little or na improvernent in term sof edueation and income, and will show deterioration on indiees of matemalsubjective well-being.

B. Cluldren of ihese mot~ers will be negatively affected by the dirninished psychaiogicalwell-being af their mothers and related decrements in the quality of parenting.Because these negat~ve impacts wi11 not be buffered by increases in education,acluevement, or income, chiId outcornes will be more negative .

C. Outct~mes will be particu~arly poflr for children of mothers who have multiple ris k€actors (high levels of depression, high levels of stress, limited social support, andexternal locus of control) .

3 . Subgroups dif~''ering in role atlitudes

A. W#ten participation in JaBS c~nflicts with a mother's 6elief about apprapriate roiesfor mothers oEpreschoolers, mothers will partiapate less in program components azidwill find the mandatory nature of the pragram more stressful . They will be tess likefyto show increases in income and education than rnothers with mare positive attitudesregarding employment for mothers .

S. Children of mothers ~tgeriencing role contlict when they become subject to theJOBS mandate will fa .re less well in terms af de~elapmental outcomes than childrenaf mothers far wt~om the JOBS cnandate is in accord with their attitudes about rales .These negative outcomes for chilciren will nat be buffered by increases in maternat

Exhibit 5, continued

educatian, achievement or incame .

Hvnatheses Based on Differin~Experiences in J~BS ~Nan-Experimental Ar~alvses~ ,

1, Implicatians of participation

A. Motl~ers iz~ the two JOBS experimental groups who parricipate actively in educationa lor employment-related programs will be rnore Iikely than non-participants to sha wincreases in educatian and/or income by tne time nf the 2-year survey .

B. Because of gains in educatian andJor income in t}~eir mathers, and because ofdiffering initial eharacteristics of mothers who participate actively, children ofmathers wha participate actively in the JOBS program will show mvre optimaldevelopment than children of mothers who do not participate actively .

2. Implications of child care quality

A. There will be substantial variation in quality of chiid care received 6y children in thetwo JOBS e~perimental groups .

B. Those ctuldren wha receive high quality care (in terms of stability of ca .re and onsueh rnarkers of quality as group size, ratio, and caregiver education) wiil show betterdevelap~nental outcomes than children who receive poor [~uaIiry ehild care.

Exhibit bContent Areas of Data Co l[ection Ins truments

1 The PFAS emgloys a 3-item version of the CES-D, and fhe Two-Year Sar ►►ey a 12-item version. Ot~er data col~edions employ the full 20-itemCES-D.

z Bath the PFAS aad Two - Year Survey employ a 3-i tem version of the Pearlin Ma s tery scale; the Baseline employs the full ? -item version.

~xhibit 6} canfinued

' Baseline informadon cancerns up to four arrangements ; the Obs, and Two-Year interviews ooncern only the pritnary arraugement .

4 All JOBS eligibles complete an acluevement test prior to random assigament in th~ J~BS of~ce . During the TwaYear Surt+ey, only respondentsdeemecE in need of edueaiion (i .e . had not completed high school as of random assignment) will receive achievement tests .

Exhibit 6, coutinued

s In~ludes report of grade repetition and discipline or learning prob~ents in school requiring a teacher conference

6 Caldwell Preschaol Inventory

" School Readiness Campasite of the Bracken Bas 'rc Concept Scate

Exhibit 6, continued

$ Peabady Picture Vocabulary Test - Revised

9 Personal Maturity Scale

10 Behavior Problems Index

Exhibi~ 7Description of Da#a Co~lection Campanent s

Participation Factors and Attitudes Scale ~'FAS1 :The PFA~S is comprised o€ twa pages o€ clase-ended questions that are cornpleted

confidentiaily by ail JOBS eligibles in t~ie J~BS offiee just before eligibles are randamly assigned€a the cAntral ar experimenta~ groups . It contains c~uestions about preferences an~ attitudes relatedto work and welfare; social support ; family problems; depression; and mastery.

Standa. rd CIient Characteristics ESCCI:~~The SCC is completed by a JdBS inta.ke emplayee for 70BS eligt'bles in the JOBS affice just

priar to randorn assignment. The SCC provides basic inforrnation on the adult's sex, raee, maritaland housing status, nurnber of moves, AFDC status and history, number and ages of chiidren,lughest grade campleted, and employ~nent and earnangs in the past 12 months.

Achie~ement Test :JaBS e~igibles in four sites, including the three child outcomes sites, eomplete rnath and

reading achievement tests in the JOBS affice just privr ta ra~dom assignment . In F~lton Countyand Kent County , arespandents take the Test of Applied Literacy Sidlls (TALS), while respondentsin Riverside take the Comprehensive Adult Students Assessment Syst~m (CASAS} .

In-Horne Baseline Survev:The Baseline interview is being conducted from about 6 to 15 weeks afier random assignment

arnong a sample of $00 famili~s in Fulton County, GA . ~f these 80(}, 350 are from the HumanCapital Develapment (HCD or El) group, 2S0 are frorn ~he Iabor Force Attachment ~FA or E2)group, and 150-200 are from the Control (C) group . Baseline data coElection from Cs is fundedfrorn the Observational Studies budget . The interview consists of a one-haur matemal interviewfocusing on the parent-child relationship and the child 's experiences, foIlawed by three childassessments : the PPVT, the Caldwell Preschaal Invent~ry, and faur subscales af the Early ScreeningInventory . ~nterviewers atsa rate aspects af the home environment and mother-cl~ild relationsh ip .

Two-Year Reeipient 5uroev :The T~va-Year Recip ient Survey is conde~cted two years after ra .nd~rn ass ignment among

approxunately 300~ families in three sites : Fulton County (Atianta), GA; Kiverside, CA; and KentCounty , MI. 1169 of these families are from the Fulton County sample and will incluc~e the 800families sampled in th +e Baseline. (See F~hibit 3 for number of respondents fr4m #he experunentaland control groups .) The interview consists of a core mother interview, which addresses questionsof welfare dependence and JOBS participation central to the larger JOBS evaluation ; a 20-minutemother interview speci~c tu the chi~d vutcarues study ; and the Bracken Basic Concept Scale .Respondents in the Twa-Year Survey deternuned at Baseline ta be in need af education who arein the HCD siream or a oontral group will complete achievement tests . Interviewers aiso rateaspects of the hame environment and mother-child relationshig. The primary pur~aase af the GhildOutco~nes Study port ions o~ tne 'I~vv-Year Recipient Survey are ta Fn~asure child Qutcomes in fourdomains (cog~i~ve, health and safety, be~a.vioral, and social) and ta measure mediators c ~f theseoutcames .

Fa~hibit 7, continued

Interview at the time af tne Observational Sessions:During ~ath waves af JOBS observatianal daca collection, mothers will participate in a brief

interview designed to grovide key concurrent measures of parenting and rnaternal psycholagiGal weIl-being, as well as an e~pdate on r~.athers' current educationai and employment activ i ties and child'snon-matemal eare .

ObservaEional SessionWave 1 of the JOBS Observational Study is being camed out in Fulton Caunty, GA, and

i~olves 200 experimental and 100-150 control group mother-ehild pairs . The purpase is to augrnentthe data that can ~e coIlected via surveys and assessments by ca~leet ing and cading videotapes of themother and child ta exam ine qualities af tYeeir interactian and maternal teaching style . Chitdren inthe observationa! study were three to four years of age at random assigninent, and all part~cipatedin the Baseline interview . During a hame visit 4-8 months after randam assignment, mothers areasked to read a book wiEh their child and then to work on four problern-solving act ivities ; 6loclcbuilding, narning objects t~at have wheels, a shape and color sorting task, and a maze task . Thetasks are intendec~ to be ehallenging but not stressful for children of this age group . Tnteractions arevideotaged by a trained videographer who accompanies the interviewer . Tapes of the four problemsotving tasks will be coded fnr Fh~ socio-emotional tone of the interaetion at the University ofMinnesota using a rating system developed by Byron Egeland . Tlt~ book reading task is coded forbehavior suppo~tive of ihe development of Iiteracy at Harvard University, using a coding systemdeveloped by Catl~erine Snow . Interviewers also conduct a brief interview with the mother duringthe home visit. The Observat ional Study is a cvllaborative effart of researchers at MDRC, ChildTrends, Hurnanalysis, the Institute for Survey Res~arch vf Temple Universiry, Response AnalysisCorpora .tian, the University af Minnesota, and Harvard Universit3►. Funding is provided by th~Fvu~dation for Child Develapment, the Wi~liam T . Grarit Foundat ion, and the Smith RichardsonFoundation.

Schaoi recards data callection :The Department af Education plans t8 augment tne data eoltection by supporting a survey

of the children's teaehers four years after randam assigEUnent . This survey will be coIlected on asubsample fmm the chi~d outcomes study of 1,80Q ehilc~ren in the HCD and conirol groups in allthree sites.