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The Future of Families and Child Wellbeing Study (FFCWS, formerly known as the Fragile Families and Child Wellbeing Study) follows a cohort of nearly 5,000 children born in large, U.S. cities between 1998 and 2000. The study oversampled births to unmarried couples; and, when weighted, the data are representative of births in large U.S. cities at the turn of the century. The FFCWS was originally designed to address four questions of great interest to researchers and policy makers:

1. What are the conditions and capabilities of unmarried parents, especially fathers?
2. What is the nature of the relationships between unmarried parents?
3. How do children born into these families fare?
4. How do policies and environmental conditions affect families and children?

The FFCWS consists of interviews with mothers, fathers, and/or primary caregivers at birth and again when children are ages 1, 3, 5, 9, 15, and 22. The parent interviews collected information on attitudes, relationships, parenting behavior, demographic characteristics, health (mental and physical), economic and employment status, neighborhood characteristics, and program participation. Beginning at age 9, children were interviewed directly (either during the home visit or on the telephone). The direct child interviews collected data on family relationships, home routines, schools, peers, and physical and mental health, as well as health behaviors.

A collaborative study of the FFCWS, the In-Home Longitudinal Study of Pre-School Aged Children (In-Home Study) collected data from a subset of the FFCWS Core respondents at the Year 3 and 5 follow-ups to ask how parental resources in the form of parental presence or absence, time, and money influence children under the age of 5. The In-Home Study collected information on a variety of domains of the child's environment, including: the physical environment (quality of housing, nutrition and food security, health care, adequacy of clothing and supervision) and parenting (parental discipline, parental attachment, and cognitive stimulation). In addition, the In-Home Study also collected information on several important child outcomes, including anthropometrics, child behaviors, and cognitive ability. This information was collected through interviews with the child's primary caregiver, and direct observation of the child's home environment and the child's interactions with his or her caregiver.

Similar activities were conducted during the Year 9 follow-up. At the Year 15 follow-up, a condensed set of home visit activities were conducted with a subsample of approximately 1,000 teens. Teens who participated in the In-Home Study were also invited to participate in a Sleep Study and were asked to wear an accelerometer on their non-dominant wrist for seven consecutive days to track their sleep (Sleep Actigraphy Data) and that day's behaviors and mood (Daily Sleep Actigraphy and Diary Survey Data).

An additional collaborative study collected data from the child care provider (Year 3) and teacher (Years 9 and 15) through mail-based surveys. Saliva samples were collected at Year 9 and 15 (Biomarker file and Polygenic Scores). The Study of Adolescent Neural Development (SAND) COVID Study began data collection in May 2020 following the onset of the COVID-19 pandemic. It included online surveys with the young adult and their primary caregiver.

The FFCWS began its seventh wave of data collection in October 2020, around the focal child's 22nd birthday. Data collection and interviews continued through January 2024. The Year 22 wave included a young adult (YA) survey with the original focal child and a primary caregiver (PCG) survey. Data were also collected on the children of the original focal child (referred to as Generation 3, or G3).

In 2017, the FFCWS team announced the Fragile Families (FF) Challenge, a collaborative effort in which participants were tasked with using machine learning methods and FFCWS data (Baseline to Year 9) to build a model that would predict six key outcomes at Year 15. Materials used in the FF Challenge have been archived in this collection.

Documentation for these files is available on the FFCWS website under Data and Documentation. For details of updates made to the FFCWS data files, please see the project's Data Alerts page.

Data collection for the Future of Families and Child Wellbeing Study was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) of the National Institutes of Health under award numbers R01HD36916, R01HD39135, and R01HD40421, as well as a consortium of private foundations.

Below is the citation for use of the FFCWS data accessed through ICPSR. For information on additional citation requirements when using FFCWS in publications, please refer to this FAQ on the FFCWS project site.

The Head Start Family and Child Experiences Survey (FACES) is a periodic, ongoing longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population of children and families served; staff qualifications, credentials, and opinions; Head Start classroom practices and quality measures; and child and family outcomes. FACES includes a battery of child assessments across multiple developmental domains (cognitive, social, emotional, and physical). FACES 2009 is the latest FACES cohort study and followed children from Head Start entry in fall 2009 through one or two years of program participation and to kindergarten.

For nearly a decade, the Office of Head Start, the Administration for Children and Families, other federal agencies, local programs, and the public have depended on FACES for valid and reliable national information on (1) the skills and abilities of Head Start children, (2) how Head Start children's skills and abilities compare with preschool children nationally, (3) Head Start children's readiness for and subsequent performance in kindergarten, and (4) the characteristics of the children's home and classroom environments. The FACES study is designed to enable researchers to answer a wide range of research questions that are crucial for aiding program managers and policymakers. Some of the questions that are central to FACES include:

1. What are the demographic characteristics of the population of children and families served by Head Start? How has the population served by Head Start changed?
2. What are the experiences of families and children in the Head Start program? How have they changed?
3. What are the cognitive and social skills of Head Start children at the beginning and end of their first year in the program? Has Head Start program performance improved over time?
4. Do the gains in cognitive and social skills that Head Start children achieve carry over into kindergarten? Do larger gains (or greater declines in problem behavior) translate into higher achievement at the end of kindergarten?
5. What are the qualifications of Head Start teachers in terms of education, experience, and credentials? Are average teacher education levels rising in Head Start?
6. What is the observed quality of Head Start classrooms as early learning environments, including the level and range of teaching and interactions, provisions for learning, emotional and instructional support, and classroom organization? How has quality changed over time? What program- and classroom-level factors are related to observed classroom quality? How is observed quality related to children's outcomes and developmental gains?

In response to recent trends and mandates, FACES 2009 expanded the information collected on families and children who speak a primary language other than English and the information collected on children who are homeless. Earlier cohorts of FACES gathered information on the languages spoken in the home and used for classroom instruction. Given the growth in the population of Hispanic/Latino preschoolers (Hernandez 2006), FACES 2009 placed additional emphasis on Dual Language Learners (DLLs). In addition, given the 2007 Head Start Act's focus on children and families who are homeless, FACES 2009 expanded coverage on the enrollment of such children, how the program ensures that they enroll in Head Start, and the special services available to such children and their families.

FACES 2009 carefully balanced the need for consistent measurement of outcomes against the need for improvements in instrumentation and techniques. In some instances, new instruments were added to obtain more comprehensive information on Head Start children. For example, the Expressive One-Word Picture Vocabulary Test was added to assess children's expressive language, which is related to later reading achievement even more so than receptive language (National Early Literacy Panel 2008). A measure of phonemic awareness from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) preschool wave was also added to assess children's knowledge of beginning and ending sounds in words. Further, FACES 2009 included a direct assessment of executive functioning-a pencil tapping task to examine children's inhibitory control, working memory, and attention-which has been shown to relate to young children's development in mathematics, vocabulary, and literacy (Blair and Razza 2007; Espy et al. 2004; McClelland et al. 2007).

The User Guide provides detailed information about the FACES 2009 study design, execution, and data to inform and assist researchers who may be interested in using the data for future analyses. The following items are provided in the User Guide as appendices.

• Appendix A - Copyright statements
• Appendix B - Instrument Content Matrices
• Appendix C - Questionnaires
• Appendix D - Center/Program Codebook
• Appendix E - Classroom/Teacher Codebook
• Appendix F - Child Codebook
• Appendix G - Description of Constructed/Derived Variables

A Data Guide for this study is available as a web page and for download. The India Human Development Survey 2005 (IHDS) is a nationally representative, multi-topic survey of 41,554 households in 1,503 villages and 971 urban neighborhoods across India. Two one-hour interviews in each household covered topics concerning health, education, employment, economic status, marriage, fertility, gender relations, and social capital. Children aged 8-11 completed short reading, writing and arithmetic tests. Additional village, school, and medical facility interviews are also available.

A Data Guide for this study is available as a web page and for download. The India Human Development Survey-II (IHDS-II), 2011-12 is a nationally representative, multi-topic survey of 42,152 households in 1,503 villages and 971 urban neighborhoods across India. These data are mostly re-interviews of households interviewed for IHDS-I (ICPSR 22626) in 2004-05. Two one-hour interviews in each household covered topics concerning health, education, employment, economic status, marriage, fertility, gender relations, social capital, village infrastructure, wage levels, and panchayat composition. Children aged 8-11 completed short reading, writing and arithmetic tests.

The IHDS-II data are assembled in fourteen datasets:

1. Individual
2. Household
3. Eligible Women
4. Birth History
5. Medical Staff
6. Medical Facilities
7. Non Resident
8. School Staff
9. School Facilities
10. Wage and Salary
11. Tracking
12. Village
13. Village Panchayat
14. Village Respondent

In 2000, the Kentucky General Assembly passed historic early childhood legislation (Kentucky's KIDS [Kentucky Invests in Developing Success] NOW Initiative) of which a component included the development of a seamless professional development system. The professional development system includes core content, articulation, credentials, scholarships and a training framework. This comprehensive professional development system, along with other initiative components in assuring maternal and child health, supporting families, enhancing early care and education, and establishing a support structure, have moved the field of early childhood care and education forward in the state and improved child and family outcomes.

This study was designed to build on the KIDS NOW Initiative by conducting research investigating the degree to which a statewide unified professional development system impacted the educational level of early care and education providers and subsequent classroom quality. It focused on three major predictors of professional development outcomes:

1. Individual teacher characteristics, including learning readiness, education (level and type), training experience, attitudes towards training, personality (conscientiousness, self-efficacy), job satisfaction (perceptions of support)
2. Characteristics of the program administrator, including administrator education and administrator support of professional development
3. Characteristics of the teacher's work setting, including program administration, and policies and procedures, and classroom setting (Child Care, Head Start, or Public Preschool)

The impact of these three predictors was measured on two major outcomes: (a) professional development outcomes, as measured by job status, learning and transfer of learning, and (b) organizational outcomes, as measured by program quality, child outcomes and staff retention.

The research questions guiding this research were focused on determining the degree to which (1) a unified professional development framework initiated at the state level results in positive child outcomes, and (2) the educational level of early care and education providers enhances the quality of classroom environments. Specifically:

• What components of a professional development framework are more effective in encouraging and supporting individuals to remain in early care and education settings?
• What components of a professional development framework are more effective in supporting early care and education professionals in enhancing classroom quality and child outcomes?
• Are there specific factors that impact early care and education professionals' ability to participate in professional development activities at various levels?
• Does the level and intensity of professional development experiences impact classroom quality and child outcomes?
• What personnel factors have the highest impact on quality classroom environments and child outcomes?
• What is the interaction between the personnel, professional development, and program variables on classroom quality and child outcomes?

The Language Development of Non-verbal Children Age 3 Years through 7 Years in the Kansas Metro Area is one of the three projects in the Communication of People with MR, 2006 to 2012 Series, which focuses on identifying participant variables that predict success in increasing communication skills of individual with intellectual disabilities. Data for Dataset 1 of this study were collected to illustrate how acquisition of symbolic communication using Voice Output Communication Aid (VOCA) affects the development of successful communication exchanges. For the data collection of Dataset 1, children were recruited by contacting school districts in and near the Kansas City metropolitan area, specifically, in Topeka, Kansas, and Wichita, Kansas. Teachers and speech-language pathologists were asked to nominate any children meeting specific criteria. The 93 children who were enrolled were administered the Mullen Scales of Early Learning and the Preschool Language Scale. A structured play assessment was also administered.

Subsequently, data for Dataset 2 was collected to analyze and compare 19 Spanish-speaking children to the original sample. Both data files contain the results of Complexity of Communication Scale, a measure developed by the Communication of People with MR project.

This study includes public user data files of two waves of interviews with L.A.FANS respondents. There often are multiple respondents in L.A.FANS households and Wave 2 includes both panel respondents and a new sample. Users' Guides which explain the design and how to use the sample are available for Wave 1 and Wave 2 at the RAND website.

The Los Angeles Family and Neighborhood Survey (L.A.FANS) is a two-wave study of adults and children in Los Angeles County and of the neighborhoods in which they live. The first wave (L.A.FANS-1), which was fielded between April 2000 and January 2002, interviewed adults and children living in 3,085 households in a stratified probability sample of 65 neighborhoods throughout Los Angeles County. The samples of neighborhoods and individuals were representative of neighborhoods and residents of Los Angeles County. Poorer neighborhoods and households with children were oversampled. In Wave 2 of L.A.FANS (L.A.FANS-2), Wave 1 respondents living in Los Angeles County were reinterviewed and updated information was collected on Wave 1 respondents who had moved away from Los Angeles County. A sample of individuals who moved into each sampled neighborhood between Waves 1 and 2 was also interviewed, for a total of 2,319 adults and 1,382 children (ages less than 18 years). Additional information on the project is available at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

This study includes public user data files of two waves of interviews with L.A.FANS respondents. There often are multiple respondents in L.A.FANS households and Wave 2 includes both panel respondents and a new sample. Users' Guides which explain the design and how to use the sample are available for Wave 1 and Wave 2 at the RAND website.

The Los Angeles Family and Neighborhood Survey (L.A.FANS) is a two-wave study of adults and children in Los Angeles County and of the neighborhoods in which they live. The first wave (L.A.FANS-1), which was fielded between April 2000 and January 2002, interviewed adults and children living in 3,085 households in a stratified probability sample of 65 neighborhoods throughout Los Angeles County. The samples of neighborhoods and individuals were representative of neighborhoods and residents of Los Angeles County. Poorer neighborhoods and households with children were oversampled. In Wave 2 of L.A.FANS (L.A.FANS-2), Wave 1 respondents living in Los Angeles County were reinterviewed and updated information was collected on Wave 1 respondents who had moved away from Los Angeles County. A sample of individuals who moved into each sampled neighborhood between Waves 1 and 2 was also interviewed, for a total of 2,319 adults and 1,382 children (ages less than 18 years). Additional information on the project is available at the RAND website.

Additional information on the project, survey design, sample, and variables are available from:

• Sastry, Narayan, Bonnie Ghosh-Dastidar, John Adams, and Anne R. Pebley (2006). The Design of a Multilevel Survey of Children, Families, and Communities: The Los Angeles Family and Neighborhood Survey, Social Science Research, Volume 35, Number 4, Pages 1000-1024
• The Users' Guides (Wave 1 and Wave 2)
• RAND Documentation Reports page

In 1994/1995, the MacArthur Midlife Research Network carried out a national survey of over 7,000 Americans aged 25 to 74. The purpose of the study was to investigate the role of behavioral, psychological, and social factors in understanding age-related differences in physical and mental health. A description of the study and findings from it are available at the MIDUS website.

With support from the National Institute on Aging, a longitudinal follow-up of the original MIDUS samples (core sample (N = 3,487), metropolitan over-samples (N = 757), twins (N = 957 pairs), and siblings (N = 950)) was conducted in 2004-2006. Guiding hypotheses, at the most general level, were that behavioral and psychosocial factors are consequential for health (physical and mental). The purpose of the Cognitive Project was to determine how cognition is related to overall mental and physical health. Specific goals were: (1) to characterize the nature and range of midlife cognitive performance, relative to those younger and older, across multiple domains in a nationally representative sample (MIDUS); and (2) to examine the relationship between biopsychosocial factors (e.g., SES, health status, health-promoting behaviors, metabolic and cardiovascular biomarkers, depression, personality, control beliefs, stressful life events) and individual differences in cognitive functioning.

The development of a cognitive battery for the second wave of testing of the Midlife Development in the United States (MIDUS) study provided an opportunity to examine the cognitive performance of young, middle-aged and older adults from a wide range of education levels in a large-scale, national sample. As part of the Cognitive Project of the MIDUS II the Brief Test of Adult Cognition by Telephone (BTACT) (Lachman & Tun, 2008; Tun & Lachman, 2006) was administered. More information about the BTACT can be found at the Brandeis website. The BTACT represents the first comprehensive cognitive battery, including measures of speed and reaction time, to be administered by telephone to a national sample across the adult years and into later life. With a response rate of over 86 percent for the cognitive testing component of the MIDUS II, a cognitive data set of unprecedented range in terms of age, gender, socioeconomic status (SES), education, and geographic diversity was produced.

The Neuroscience study is Project 5 of the MIDUS longitudinal study, a national survey of more than 7,000 Americans (aged 25 to 74) begun in 1994. The purpose of the larger study was to investigate the role of behavioral, psychological, and social factors in understanding age-related differences in physical and mental health. With support from the National Institute on Aging, a longitudinal follow-up of the original MIDUS samples [core sample (N = 3,487), metropolitan over-samples (N = 757), twins (N = 957 pairs), and siblings (N = 950)] was conducted in 2004-2006.

The Neuroscience Project of MIDUS 2 contains data from 331 respondents. These respondents include two distinct subsamples, all of whom completed both the Project 1 Survey and the Project 4 biomarker assessment at University of Wisconsin-Madison: (1) longitudinal (n = 223) and (2) Milwaukee (n = 108). The Milwaukee group contained individuals who participated in the baseline MIDUS Milwaukee study, initiated in 2005.

The purpose of the Neuroscience Project was to examine the central circuitry associated with individual differences in affective style that represent a continuum from vulnerability to resilience, and characterize some of the peripheral consequences of these central profiles for biological systems that may be relevant to health. The primary aims were to: (1) characterize individual differences in both emotional reactivity and emotional recovery using psychophysiological measures such as corrugator electromyography and eyeblink startle magnitude, (2) characterize individual differences in brain morphology, in particular amygdala and hippocampal volume, using structural magnetic resonance imaging (MRI), (3) characterize individual differences in activity within the neural circuitry of emotion regulation using both electroencephalography and fMRI, and (4) test the ability of the central indices in this project to predict the comprehensive array of health, cognitive, psychological, social, and life challenge factors assessed in the other MIDUS projects.

To probe individual differences in emotional reactivity and recovery (a key component of regulation) the Neuroscience Project examined both psychophysiological and fMRI measures during the presentation of emotional (positive and negative) and neutral pictures, and these same measures during a post-picture period. The logic of this strategy is that continued activation during the recovery period following a negative stimulus is indicative of poor automatic emotion regulation. Respondents in the Neuroscience Project are a representative subsample of the MIDUS (Midlife in the United States) survey.

National respondents in the Neuroscience Project are a representative subsample of the MIDUS 2 survey sample (#4652).

The raw neuro-imaging data are not available through NACDA/ICPSR; please see the README file for more information about how to obtain them.

In 1995-1996, the MacArthur Midlife Research Network carried out a national survey of over 7,000 Americans aged 25 to 74 [ICPSR 2760]. The purpose of the study was to investigate the role of behavioral, psychological, and social factors in understanding age-related differences in physical and mental health. The study was innovative for its broad scientific scope, its diverse samples (which included siblings of the main sample respondents and a national sample of twin pairs), and its creative use of in-depth assessments in key areas (e.g. daily diary of stressful experiences [ICPSR 3725] and cognitive functioning [ICPSR 3596]) on a subset of participants. A detailed description of the study and findings generated by it are available at: http://www.midus.wisc.edu

With support from the National Institute on Aging, a follow-up of the original Midlife Development in the United States (MIDUS) sample was conducted in 2004 (MIDUS 2 [ICPSR 4652]). The daily stress and cognitive functioning projects were repeated and expanded at MIDUS 2; in addition the protocol was expanded to include biomarkers and neuroscience.

In 2013 a third wave (MIDUS 3) of survey data was collected on longitudinal participants. Data collection for this follow-up wave largely repeated baseline assessments (e.g., phone interview and extensive self-administered questionnaire), with additional questions in selected areas such as economic recession experiences. Cognitive functioning data were also collected at the same time, while data collection for the daily diary, biomarker, and neuroscience projects commenced in 2017.

MIDUS also maintains a Colectica portal, which allows users to interact with variables across waves and create customized subsets. Registration is required.

From 2004-2009, an initial follow-up of the original Midlife Development in the United States samples (MIDUS 2) was conducted with expansion of the protocol to include Neuroscience Project data collection and a sample of Black Americans from Milwaukee, WI. The MIDUS Neuroscience Project performed a second follow-up from 2017-2022 of the MIDUS Main and Milwaukee samples (MIDUS 3) on a subsample of those who completed the MIDUS 3 Survey and Biomarker Projects.

The goal was to examine indices of brain aging, function, and structure with a focus on the brain circuitry associated with individual differences in affective style, and to characterize the peripheral consequences of these central profiles for biological systems that may be relevant to health. The primary aims were to: (1) characterize individual differences in emotional reactivity, recovery, and sustaining processes using corrugator and zygomatic electromyography and eyeblink startle magnitude, (2) characterize individual differences in brain morphology and connectivity using structural magnetic resonance imaging (MRI) and diffusion weighted imaging (DWI) (3) characterize individual differences in functional activity within the neural circuitry of emotion using task and resting state fMRI, (4) calculate brain age, and (5) test the ability of these indices to predict the comprehensive array of health, wellbeing, cognitive, psychological, social, and life challenge factors assessed in other MIDUS projects. To probe individual differences in emotional processes, psychophysiological and fMRI measures of emotional responses to the presentation of negative, positive, and neutral pictures, and these same measures during a post-picture period were examined.

Emotion-influenced memory was assessed at both the psychophysiological and imaging sessions: (1) Free recall of the presented affective pictures at the end of the psychophysiological session. (2) Memory and likeability ratings for neutral faces paired with the affective pictures in the imaging task. Finally, selected tasks from the CANTAB assessed affective biases and cognitive processes important for emotion regulation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

309 data files were compiled for this study and are organized into 3 main groups:

1. Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables, along with site differences, were examined. A set of variables that were psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-42 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Datasets. These data files comprise Parts 43-55 of the study data material.

3. Raw Data Sets -- The raw data were made available and comprise Parts 56-309 of the study data material.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

193 data files were compiled for this study and are organized into 3 main groups:

1. Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-24 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Data Sets. These data files comprise Parts 25-27 of the study data material.

3. Raw Data Sets -- The raw data were made available and comprise Parts 28-193 of the study data material.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

504 data files were compiled for this study and are organized into 4 main groups:

1. Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-49 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Data Sets. These data files comprise Parts 50-55 of the study data material.

3. Raw Census-Related Data Sets -- Files were produced using geocoded addresses for survey respondents to match block group level data from the 1990 and 2000 Censuses for investigators to create additional measures of interest from the geocoded addresses. These data files comprise Parts 56-58 of the study data material.

4. Raw Data Sets -- The raw data were made available and comprise Parts 59-505 of the study data material.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared.

The specific research aims were as follows:

• Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence.

• Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics.

• Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament.

• Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community.

• Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types of centers and home-care facilities was gathered.

• Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family.

• Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family.

158 data files were compiled for this study and are organized into 4 main groups:

1. Analytical Data Sets (ADS)-- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-19 of the study data material.

2. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as supplements to the original Analytical Data Sets. These data files are Parts 20-26 of the study data material.

3. Raw Census-Related Data Sets -- Files were produced using geocoded addresses for survey respondents to match block group-level data from the 1990 and 2000 Censuses for investigators to create additional measures of interest from the geocoded addresses. These data files comprise Parts 27-30 of the study data material.

4. Raw Data Sets -- The raw data were made available and comprise Parts 31-158 of the study data material.

Included in this phase of the study are the output of several third-party software programs that were used during Phases II, III and IV to collect data for specific tasks or activities. These programs produced one output data file per subject, which were combined to produce some of the raw data files for those studies. The original program output is included as expanded documentation in this phase of the study.

A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

These are the third and fourth waves of the PREHCO project (Puerto Rican Elder Health Conditions study) and have been developed between 2021 and 2024 as a collaboration between the University of Alabama at Birmingham and the University of Puerto Rico. The project began as a cross-sectional study of the non-institutionalized population aged 60 years or older in Puerto Rico. These waves followed the survivors of the original participants at the beginning of the fieldwork and aimed to examine the predictors of cognitive decline, disability, and mortality. The fourth wave of this study extends the follow-up of PREHCO to between 21 and 22 years after the initial data collection and aims to examine the predictors of cognitive decline, disability, and mortality.

PREHCO was designed as a study comparable to the Multicenter Project on Health and Well-being of Older Adults in Latin America and the Caribbean (SABE) developed by the Pan American Health Organization (PAHO) in several cities in Latin America, and with some studies carried out in the United States, mainly the Health and Retirement Study (HRS).

For this purpose, a questionnaire was designed that included sections on health conditions, physical and mental disability, functionality, use of medicines, health needs and social services, access to and use of health services, abuse, migration, housing conditions, patterns of help from family, community and public and government agencies, and others.

Since its inception, PREHCO has been funded with federal funds from the National Institute on Aging (NIA). Initially it was a project between the University of Wisconsin-Madison and the University of Puerto Rico from 2000-2009.

The Requests for Assistance with Adaptive Switches from Individuals with Severe Communication Impairments study is one of the three projects in the Communication of People with MR, 2006 to 2012 Series, which focuses on identifying participant variables that predict success in increasing communication skills of individual with intellectual disabilities. The study data were collected to show how children and adults with profound multiple impairments can learn to request assistance with adaptive switches and to on examine the change from pre-intentional to intentional symbolic communication.

The study examined 77 respondents, ages 2 through 71, by administering three assessments: the Communication Complexity Scale (CCS), the Mullen Scales of Early Learning and a functional vision assessment. The CCS was administered to 68 respondents on up to three occasions. The first occasion of administration was to participants who were pre-intentional communicators. The CCS was administered on a second occasion to participants when they were identified as being on the cusp between pre-intentional and intentional communication. The third and final occasion of administration occurred when participants were identified as "learners" and could express preferences using switches and other means.

The Mullen Scales were administered to 22 of the participants. Of the 77 participants initially selected for the study, 7 did not complete either scale. Vision impairment was identified in 68 respondents, 28 who had no functional use and 41 who had some functional use of their vision.

The Young Children with Physical Disabilities Seattle, Washington study is one of the three projects in the Communication of People with MR, 2006 to 2012 Series, which focuses on identifying participant variables that predict success in increasing communication skills of individual with intellectual disabilities. The study data were collected to show that triadic eye gaze for joint attention can be established in very young children with moderate or severe motor impairments.

Dataset 1 contains 48 cases. Most cases include data on results of the Complexity of Communication Scale, a measure developed by the Communication of People with MR project. In addition, Dataset 1 contains data on a Functional Assessment, the Bayley Scales of Infant and Toddler Development, the Mullen Scales of Early Learning and the Communication and Symbolic Behavior Scales.

Dataset 2 contains data on Triadic Eye Gaze and Coordinated Joint Attention. Participants for Dataset 2 were convenience sampled from birth-to-three centers in Seattle, Washington. There were 18 participants, children with severe physical disabilities between 10 and 24 months of age, who were randomly assigned to one of two groups: (a) an experimental treatment group ( n = 9) or (b) a control group ( n = 9).