kids count report on poverty

8/10/2019 Kids Count Report on Poverty

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CREATING OPPORTUNITY

FOR FAMILIESa two-generation approach

policyreportKIDS COUNT

EMBARGOED UNTIL 12:01 A.M. EST, NOVEMBER 12, 2014


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Te Annie E. Casey Foundationisa private philanthropy that creates abrighter future for the nations childrenby developing solutions to strengthen

families, build paths to economicopportunity and transform strugglingcommunities into safer and healthierplaces to live, work and grow.

KIDS COUN, a project of theAnnie E. Casey Foundation, is a nationaland state-by-state effort to track thestatus of children in the United States.

By providing policymakers and citizenswith benchmarks of child well-being,KIDS COUN seeks to enrich local, stateand national discussions concerning waysto secure better futures for all children.

At the national level, the initiativedevelops and distributes reports on keyareas of well-being, including the annualKIDS COUN Data Book. Te initiativealso maintains the KIDS COUNData Center (datacenter.kidscount.org),

which uses the best available data tomeasure the educational, social, economicand physical well-being of children.

Additionally, the Foundation fundsa nationwide network of state-levelKIDS COUN projects that provide amore detailed, community-by-communitypicture of the condition of children.

ABOUT THEANNIE E. CASEYFOUNDATIONAND KIDS COUNT

Additional data and information

on ordering this report can be

found at www.kidscount.org.

http://datacenter.kidscount.org/http://www.kidscount.org/http://www.kidscount.org/http://datacenter.kidscount.org/


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1The Annie E. Casey Foundation | www.aecf.orgCREATING OPPORTUNITY FOR FAMILIES

CREATING OPPORTUNITYFOR FAMILIESa two-generation approach

For many American families, every day is a juggling act

involving work, child care, school and conflicting schedules.

But for low-income families, the balls are more likely to fall,and the consequences can be dire when they do. A lack of

reliable child care can mean fewer work hours or even a

lost job. Weekly or daily shift changes require repeatedly

stitching together a patchwork of care. Just getting to work

is tough without dependable transportation. And for children

in these families, early educational opportunities and

extracurricular activities tend to be unaffordable luxuries

as parents stretch pennies to keep the lights on.

http://www.aecf.org/http://www.aecf.org/


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2 The Annie E. Casey Foundation | www.aecf.org kids count policy report

In short, the 10 million low-incomeU.S. families with young children1faceconsiderable daily obstacles that canthreaten the entire familys stability andlead to lifelong difficulties for their kids.

For 25 years, the Annie E. CaseyFoundation has documented how

Americas children are faring to spuraction that lifts more kids out of povertyand opens doors to greater opportunities.Despite the efforts of many, however, thecycle of poverty persists. More kids growup poor today than a quarter centuryago a fact that we cannot solely attributeto the lingering aftereffects of the reces-sion.2Yet we cannot give up: Te futureprospects of our children, our economy

and our nation are at stake.While the Casey Foundation con-

tinually seeks to improve child well-beingthrough investments and reliable researchto inform good policies for kids, wealso have spent the past two decadespromoting strategies to increase thefinancial stability of low-income families.

A family-supporting job that providesa steady source of parental income andopportunities for advancement is criticalto moving children out of poverty.

Furthermore, a childs success isstrongly tied to his or her familys stabilityand well-being. An asthmatic child livingin unsafe housing can become chronicallyabsent from school, unable to focus onlearning and, perhaps ultimately, unableto succeed academically. At the same time,poverty can undermine family stability.

SOURCE Population Refere nce Bureaus analysis of data from the U.S. Census Bureaus 2012 American Communit y Survey.NOTES Low income refers to families with incomes less than 200 percent of the federal poverty threshold. In 2012,this figure was about $47,000 for a family of four (two adults and two children). Middle/upper income refers to familieswith incomes greater than or equal to 200 percent of the federal poverty threshold. Unless otherwise noted, young childrenrefers to children from birth to age 8.

Low-Income Families Face Greater Barriers

for Children in the Early Years

Low-income families with children age 8 and under face extra barriers that

can affect the early years of a childs development. Parents in these familiesare more likely than their higher-income peers to lack higher education and

employment, to have difficulty speaking English and to be younger than 25.

FIGURE 1

PERCENTAGE WITH PARENTS UNDER AGE 25

LOW INCOME 14%

MIDDLE/UPPER INCOME 4

%

PERCENTAGE WITH PARENTS WHO HAVE DIFFICULTY SPEAKING ENGLISH

LOW INCOME 18%


%

PERCENTAGE HEADED BY A SINGLE PARENT

LOW INCOME 45%


%

PERCENTAGE IN WHICH NO PARENT HAS AN ASSOCIATE DEGREE OR HIGHER

LOW INCOME 79%


%

PERCENTAGE IN WHICH NO PARENT HAS FULL-TIME, YEAR-ROUND WORK

LOW INCOME 50%


%



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A parent working multiple jobs to makeends meet without paid time off strugglesto foster his or her childs healthy growthon meager resources and bandwidth. Achild raised in poverty is more likely tobecome an adult living in poverty lesslikely to graduate from high school orremain consistently employed.3Forty-twopercent of children born to parents at thebottom of the income ladder stay there.4

Recognizing this connection betweenchild and family well-being and futuresuccess, we and others in the public, non-profit and private sectors are exploring waysto address the needs of families as awhole.5Tis two-generation approach aims tocreate opportunities for families by simul-

taneously equipping parents and kidswith the tools they need to thrive whileremoving the obstacles in their way.

CHALLENGES FACING AMERICASLOW-INCOME FAMILIES

odays low-income parents contend witha complex web of challenges at work,in their childs care and education andat home that exacerbate the inherentdifficulties of raising a family.

Inflexible, unpredictable jobs that do not pay

enough to support a family.Te changes inour economy during the past few decadeshave compounded the strain of supportinga family. Gone are the manufacturing

jobs that offered a reliable, decent income,plus benefits and a path to a career. Te

What It Takes to Raise a Family

Many low-income families are headed by a single parent with no more than

a high school diploma whose median monthly earnings cover just over half the

basic costs of raising children.

FIGURE 2

SOURCES The Annie E. Casey Foundation's analysi s of Economic Policy Institute, Family Budget Calcul ator, Topeka, Kansas (median).Retrieved from www.epi.org/resources/budget. And, Bureau of Labor Statistics, Economic News Release, Nov. 1, 2013. Retrievedfrom www.bls.gov/news.release/archives/wkyeng_11012013.htm

$4,889

MONTHLY COSTSFOR SINGLE PARENTWITH TWO CHILDREN

$692HOUSING

$546FOOD

$1,181CHILD CARE

$459TRANSPORTATION

$1,279HEALTH CARE

$732TAXES AND OTHERNECESSITIES

Key programs for workingfamilies includingrefundable tax credits,Medicaid, the ChildrensHealth Insurance Programand the SupplementalNutrition Assistance

Program can reduce oreliminate the gap betweenearnings and living costs.

$2,636

MEDIAN MONTHLY EARNINGSOF WORKER WITHHIGH SCHOOL DIPLOMA

http://www.aecf.org/http://www.epi.org/resources/budgethttp://www.bls.gov/news.release/archives/wkyeng_11012013.htmhttp://www.bls.gov/news.release/archives/wkyeng_11012013.htmhttp://www.epi.org/resources/budgethttp://www.aecf.org/


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majority of todays well-paying jobs callfor some level of higher education.6Nowtwo incomes are required to maintain thesame standard of living one manufacturing

worker provided for a family years ago,which also means paying more for childcare and transportation.7

In nearly 80 percent of low-incomefamilies with children age 8 or younger,parents have no postsecondary degree,drastically limiting their job prospects.8Teir jobs often do not allow for timeoff to care for a sick child. Teir schedulescan be so unpredictable fluctuating

weekly, even daily that they constantlymust rework tenuous child care arrange-ments.9Indeed, children age 5 or younger

in low-income families are more likelythan their peers in higher-income familiesto have parents who identify child careproblems as the impetus for changing,quitting or simply not taking ajob.10Varying schedules and rising tuition costsalso create obstacles to pursuing highereducation that could help parents competefor better-payingjobs.11

Lack of access to high-quality, 12flexible and

reliable early child care and education.Working parents regularly struggle to findthe safest, most convenient and enrichingchild care, preschool or babysitter. Choicesfor low-income families are automaticallylimited by cost and erratic job schedules,as few child care centers accommodatelast-minute changes or evening and week-end hours. Many parents rely on family,

friends or neighbors to watch their kids.13Although some do find safe and stablecare, the affordable, flexible options inlow-income communities often fall belowstandards of quality, to the detriment oftheir childrens development. Childrenage 5 or younger in low-income familiesare more likely to have parents who reportconcerns about their childs learning,development or behavior than their peersin higher-income families.14

Te ramifications are stark whenchildren start elementary school. Lessthan half of kids from low-income familiesare ready for kindergarten, compared

with 75 percent of those from moderate-or high-income families.15In later years,

they continue to lag behind their peersacademically and developmentally.16

Stress at home, for parents and kids.Parentsplay a central role in their childrenslives and development, setting an exampleand providing emotional support, as

well as fulfilling their basic needs. Tisis a tall order for anyone, and low-incomeparents must do so while constantlytrying to make ends meet. If child carearrangements, public transportation,housing or steady income fall through,other elements can easily follow,throwing the family into a tailspin.

Te strain is even greater forsingle parents, who shoulder all ofthe responsibility alone. Nearly halfof low-income families with youngchildren are single-parent households.17

Low-income parentswith young children arenearly three times morelikely to report having pooror fair mental health thanhigher-income parents.



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Financial Stability of Low-Income Families With Young Children by State: 2012

Nearly half 45 percent of American families with children age 8 and under are low income, and many do not have the essential tools

to achieve financial stability.Additionally, in half of these families, no parent has full-time, year-round employment. This lack of parental

employment varied among states. Alaska, at 64 percent, had the highest rate, while North Dakota had the lowest, at 30 percent. In nearly80 percent of these families, parents do not have the higher education required for well-paying jobs.

TABLE 1

SOURCE Population Refere nce Bureaus analysis of data from the U.S. Census Bureaus 2012 American Community Survey.

Percentage in

Which No Parent

Has Full-Time,

Year-Round

Employment

Percentage in

Which No Parent

Has an Associate

Degree or Higher

Percentage in

Which No Parent

Has Full-Time,

Year-Round

Employment

Percentage in

Which No Parent

Has an Associate

Degree or Higher

Population of

Low-Income

Families With

Children Age 8

and Under

Population of

Low-Income

Families With

Children Age 8

and Under

Location Number Percent Percent

United States 9,976,000 50 79

Alabama 172,000 52 82

Alaska 19,000 64 82

Arizona 236,000 48 80

Arkansas 119,000 44 81

California 1,277,000 51 83

Colorado 154,000 46 72

Connecticut 80,000 60 80

Delaware 24,000 46 72

District of Columbia 13,000 58 80

Florida 588,000 49 75

Georgia 383,000 49 80

Hawaii 33,000 49 73

Idaho 64,000 41 73

Illinois 378,000 48 79

Indiana 228,000 49 77

Iowa 85,000 45 75

Kansas 95,000 37 77

Kentucky 162,000 52 84

Louisiana 171,000 52 85

Maine 40,000 54 78

Maryland 128,000 54 79

Massachusetts 139,000 60 76

Michigan 306,000 56 79

Minnesota 129,000 53 76

Mississippi 137,000 55 78


Missouri 195,000 49 79

Montana 29,000 44 67

Nebraska 58,000 33 69

Nevada 100,000 47 85

New Hampshire 26,000 52 74

New Jersey 203,000 51 79

New Mexico 83,000 47 77

New York 559,000 53 76

North Carolina 358,000 50 79

North Dakota 16,000 30 59

Ohio 366,000 53 77

Oklahoma 149,000 42 80

Oregon 126,000 50 78

Pennsylvania 324,000 54 77

Rhode Island 25,000 60 86

South Carolina 174,000 54 80

South Dakota 23,000 43 76

Tennessee 226,000 48 82

Texas 1,035,000 43 85

Utah 103,000 37 62

Vermont 16,000 45 74

Virginia 208,000 48 77

Washington 196,000 54 75

West Virginia 56,000 56 80

Wisconsin 147,000 46 77

Wyoming 16,000 37 65

Puerto Rico 185,000 57 63



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Early Development and Child Care Concerns of Low-Income Families: 2011/2012

Children age 5 and under in low-income families are more likely to have parents who report concerns about their childs learning, development

or behavior. They also are more likely to have parents who say child care problems led to changing, quitting or simply not taking a job.

TABLE 2

SOURCES Child Trends analyses of data from the 2011/2012 National Surve y of Childrens Health and from the U.S. Census Bureau's 2012 Americ an Community Survey.N.A. Data not available.

NOTE Children were classi fied as at risk for developmenta l delays if parents answered that they had concerns regarding any developmen tal areas that are considered predictiv e of delay at a given age.

Percentage

at Risk for

Developmental

Delays

Percentage Whose

Parents Report

That Child Care

Issues Affected

Their Employment

Percentage

at Risk for

Developmental

Delays

Percentage Whose

Parents Report

That Child Care

Issues Affected

Their Employment

Population of

Children Age 5

and Under in

Low-Income

Families

Population of

Children Age 5

and Under in

Low-Income

Families


United States 11,606,000 31 17

Alabama 202,000 30 15

Alaska 26,000 24 17

Arizona 294,000 31 24

Arkansas 134,000 31 18

California 1,475,000 33 16

Colorado 169,000 31 17

Connecticut 80,000 33 24

Delaware 29,000 28 19

District of Columbia 19,000 36 23

Florida 707,000 29 23

Georgia 450,000 30 16

Hawaii 40,000 32 18

Idaho 77,000 23 11

Illinois 433,000 39 16

Indiana 261,000 31 21

Iowa 96,000 32 14

Kansas 117,000 37 14

Kentucky 175,000 29 18

Louisiana 202,000 40 16

Maine 40,000 25 18

Maryland 153,000 24 N.A.

Massachusetts 143,000 37 26

Michigan 346,000 25 13

Minnesota 155,000 25 19

Mississippi 156,000 38 15


Missouri 225,000 25 18

Montana 37,000 25 19

Nebraska 70,000 22 11

Nevada 123,000 28 13

New Hampshire 28,000 27 16

New Jersey 226,000 28 17

New Mexico 103,000 26 17

New York 629,000 42 18

North Carolina 409,000 29 18

North Dakota 18,000 23 19

Ohio 425,000 21 17

Oklahoma 168,000 31 12

Oregon 145,000 24 10

Pennsylvania 374,000 28 16

Rhode Island 28,000 27 14

South Carolina 197,000 31 15

South Dakota 34,000 26 15

Tennessee 263,000 21 20

Texas 1,247,000 35 14

Utah 142,000 22 9

Vermont 16,000 30 14

Virginia 231,000 31 18

Washington 227,000 32 20

West Virginia 66,000 24 16

Wisconsin 180,000 29 16

Wyoming 19,000 27 16



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Families of color or those with dual-language learners or children withdisabilities also face significant challenges.Furthermore, low-income families tendto live in neighborhoods with high crime,poor-quality housing and low-performingschools, as well as a dearth of child care orenriching after-school activities for kids.18Tese factors make creating a safe, nurtur-ing home environment even more difficult.

In trying to keep all of the piecestogether, low-income families experiencemore daily stress than their higher-incomecounterparts. Tat stress inevitablytouches their children.19Stress resultingfrom insufficient income and financialuncertainty can cause depression, anxiety

and a greater risk of substance abuseor domestic violence all of whichcan compromise good parenting.20Someparents lack strong support networksof family or friends to help lighten theload.21Low-income parents with youngchildren are nearly three times morelikely to report having poor or fair mentalhealth than higher-income parents.22

ANOTHER HURDLE: PROGRAMS ANDAGENCIES WORKING IN ISOLATION

While providing critical help to many,some of the federal and state programsdesigned to help low-income familiesovercome their daily challenges operatein isolation from one another. Teseprograms, which include child care assis-tance and job training, among others,

tend to focus on either children orparents but generally not both.

Moreover, many of these programswere not designed for interagency col-laboration. Tis rigidity filters down to thenonprofit, faith- and community-basedorganizations working with low-incomefamilies. Different funding sources,distinct definitions of success and narrowguidelines impede these organizationsability to respond to the needs ofchildren and parents in tandem.

Such limitations impact families inseveral ways. Many parents have no knowl-edge of the full range of programs thatcould benefit them and their kids. Even

when they do, applying for and accessing

different programs can be a full-timejob.23Te programs themselves put parents

and childrens needs at odds. Employmentand job-training programs are designedfor adults and dont necessarily factorin the child care required so that parentscan be at work or in training, or the paidtime off needed to care for a sick childor newborn. In addition, colleges oftenfail to acknowledge the reality of todaysstudents: Nearly 25 percent of U.S. collegestudents are parents and almost halfof them are single yet child care optionsare in short supply.24

Similarly, early childhood educationprograms and elementary schools generallydo not address parents financial and edu-cational challenges or the broader familydynamics that affect a childs well-being. Aparent who cannot attend a parent-teacher

While providing criticalhelp to many, some ofthe federal and stateprograms designed tohelp low-income familiesoperate in isolationfrom one another.



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conference or school events may be dis-missed as uninterested, rather than beingseen as a parent struggling to work enoughhours to make it through the month.

When families enrolled in some ofthese programs see a moderate increase inincome, they can find themselves in jeop-ardy of losing the very benefits essentialto helping meet their basic needs whilethey work toward financial stability.25Government programs that provide foodand child care assistance, for example, baseeligibility on family income. One studyfound that a mere $0.50 uptick in hourlypay could result in the loss of a valuablechild care subsidy or a 25 percent dropin annual income.26Tat sudden loss

could put families back where they started,potentially threatening their childrenshealth and development.

AN APPROACH TO STRENGTHENINGTHE WHOLE FAMILY

o give families more opportunities tosucceed, we must bring together programsfor children and adults and take an inten-tional, coordinated approach. In thissection, we detail the three key compo-nents of this two-generation strategy.

1. Provide parents with multiple pathways to

get family-supporting jobs and achieve finan-

cial stability.Having more family income,especially during a childs earliest years,can make a lifelong difference.27Researchsuggests that even modest increases in

income can result in improved childoutcomes, particularly for young kids.28One study found that children whosefamily income was below the federalpoverty level which today is about$24,000 for a family of four completedfewer years of school, worked and earnedless as adults, relied more on food assis-tance and suffered from poorer healththan kids whose family income wasat least twice that level. But an extra$3,000 annually for these families duringa childs earliest years could translate intoan increase of more than 15 percent in

what that same child earns as an adult.29

We therefore must create opportunitiesfor parents to develop the skills neces-

sary to increase their income and achievefinancial stability by providing access toeducation and training programs thatprepare them for todays jobs. Financialcoaching can help families design strate-gies to manage income, plan and save forthe future and build their assets habitsthat create a crucial cushion to fal l back on

when the unexpected happens.30We alsomust make sure families can access stateand federal programs that boost income,including the Earned Income ax Credit(EIC) and Supplemental Nutrition

Assistance Program (SNAP). Researchshows such income supplements canalso improve child achievement.31

2. Ensure access to high-quality early childhood

education and enriching elementary school

experiences.Te evidence is clear: A solid

To give familiesmore opportunities tosucceed, we must bringtogether programs forchildren and adults andtake an intentional,coordinated approach.



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who can support them in their journeyand to be actively involved in their chil-drens education from birth.38Programssuch as the Nurse-Family PartnershipandParents as eachers, which include homevisits with nurses or other trained staff, canhelp parents take care of themselves whilefostering their childrens development,particularly in the earliest years.39

Virginias Comprehensive HealthInvestment Project (CHIP) offers a prac-tical example of taking a whole-familyapproach. Tis successful program

which uses the Parents as eacherscurriculum in home visits with newparents goes beyond the usual focuson maternal and infant health. Along with

quarterly visits from a registered nurse, aparent educator works with participantsto develop important skills, such as creat-ing routines, managing their families andbolstering their childrens health all of

which smooth parents path to employ-ment. Educators also assist families withachieving self-sufficiency goals, such asgetting a drivers license, earning a GED orcertification or pursuing higher education.CHIP has seen a nearly 40 percent increasein the number of families with one or bothparents working at least part time after ayear in the program.40

Addressing child and parent challengessimultaneously strengthens families andplaces them on firmer ground. Tis givestheir children a more solid footing fromthe start, greatly improving their chancesof charting a better course.

The New Haven Mental

Health Outreach for MotherS

(MOMS) Partner ship in

Connecticut meets low-

income mothers where they

are at grocery stores,

parks and other places in

their neighborhoods. The

partnership, a collaboration

of agencies throughout New

Haven, aims to help mothers

overcome what they them-

selves have identified as major

challenges in their lives. At

the top of that list are getting

necessities such as food and

diapers, being socially iso-

lated and dealing with stress.

Guided by the principle

that family wellness starts

with mothers, MOMS helps

these parents reduce theirstress. An eight-week stress

management class teaches

coping strategies. About

90 percent of the mothers

who participated in the

class this year have seen a

decrease in their symptoms

of depression, said Megan V.

Smith, who directs MOMS.

Community ambassadors,

who are mothers themselves,

reach out to those who are

more isolated and make

referrals for assistance.

Among the partnerships

plans is to open one-stop

centers in neighborhood

businesses or organizations

to address basic needs, as

well as mental health and

employment challenges.

By reducing mothers

stress, the MOMS Partner-

ship aims to improve their

ability to nurture theirchildrens development and

to get and keep a job to

support their families.

A Focus on Mental Wellness

for New Haven Moms



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Creating Partnerships to Build Two-Generation Approaches

Schools and early-education, home-visiting and job-training programs are just some of the existing platforms that offer

opportunities to factor in the needs of parents and children at the same time.

FIGURE 3

SCHOOLS AND EARLY EDUCATION

An elementary school or

early-education program cancollaborate with parents toexpand their involvement intheir childs development andcreate programs for their owneducational advancement.

HOME VISITING

Home-visiting programscan help families movetoward financial stabilityby building relationshipswith organizationsfocused on employmentand financial coaching.

JOB TRAINING

Job-training programsand community collegescan help parents accessemployment, high-qualitychild care for schooland work and financialcoaching to plan nowand for the future.



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Beyond a moral imperative to reducefamily poverty, there are practical reasonsfor adopting a two-generation approach.Te workforce of today and tomorrowmust have the skills and education to meet

employers needs and compete in the globaleconomy. Investing in children and theirfamilies at key points in a childs develop-ment will place the next generation on asteadier path. We simply cannot afford tocontinue doing business as usual.

A great deal of evidence underscoresthe importance of increased income, earlychildhood education and parents abilityto nurture and advocate for their chil-dren, but none of these factors alone hasbeen able to break the cycle of poverty in

America. Although research is emerging onthe effectiveness of approaches that simul-taneously account for all three elements,several programs show great promise andprovide an opportunity to further test andrefine two-generation strategies to helpfamilies move out of poverty.

Here, we suggest changes that policy-makers, businesses and community leaderscan make to help whole families access thetools and develop the skills they need tothrive. Aside from identifying specific poli-cies to increase income and opportunities

for parents to support child development,we intentionally focus on linking systemsand programs. Tese recommendationsaim to achieve a greater return on ourpublic-sector investments. While someproposals require new investments, otherscall for different ways of thinking andacting that can make us more efficientand effective in what we already do.

Tree key principles undergird our rec-ommendations. First, any policy discussionon what low-income families need mustinclude their voices. Policymakers shouldcreate authentic opportunities to involve

these families and recognize parents asexperts on their kids and communities.Second, poverty and its host of negativeconsequences disproportionately affectchildren of color,41and any policies aimedat reaching their families must address theobstacles that have impeded their chancesto succeed. Communities of color longdisconnected from economic opportunitymust be a priority. Finally, governmentcannot accomplish this alone. Businesses,communities and faith-based institutions

also should play vital roles.

RECOMMENDATION 1Create policies that equip parentsand children with the income, toolsand skills they need to succeed as a family and individually.

Increasing and making refundable theChild ax Credit for low-income parentsof very young children is a critical steptoward easing the burden of poverty. Inaddition, expanding the EIC for workers

without dependents would increase theincome of noncustodial parents, enablingthem to maintain child support and devoteadditional resources to their children.

We must strengthen policies that allowparents who have limited education and

job skills to earn a family-supportingincome. Te new Workforce Innovation

RECOMMENDATIONS

creating paths to opportunityfor parents and children



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and Opportunity Act and the HigherEducation Act, as well as other careerpathways and apprenticeship efforts, shouldbuild bridges to affordable, quality childcare and early education and other tools

that enable working parents to play theirdual roles. emporary Assistance for NeedyFamilies (ANF) has the same potential.Policies should pay particular attentionto the role of fathers in supporting theirfamilies and fostering their childrensdevelopment. Pilot child-support programs,for example, are creating incentives forfathers to access training and increasetheir work hours while bolstering theirparenting skills.

States and businesses should adoptpolicies that give parents needed flexibilityat work, such as paid time off (family andsick leave). California, New Jersey andRhode Island have passed paid family leavelaws. Businesses also can adopt family-friendly scheduling policies. For example,Costco known in the retail industryfor its high rate of productivity and lowemployee turnover notifies employeesof their work schedules in advance to helpthem balance family commitments.42

Policies and programs should connectfamilies with health care and newlyexpanded mental health programs nowavailable to adults.

Programs should recognize parentsstrengths and help them take an active rolein their childs education and development.Tey can incorporate ways for parents

to interact with fellow parents and buildpeer-support systems. Programs alsoshould move beyond traditional parentinvolvement to offer leadership developmentand support over time.

RECOMMENDATION 2Put common sense into commonpractice by structuring public systemsto respond to the realities facingtodays families.

State and federal governments shoulduse interagency commissions andinnovation funds to promote public-privatecollaboration, align policies and programsand ensure that public-benefit policies help

families move toward financial stability,rather than raising unintended obstacles.

Federal leaders should incentivizechild- and adult-focused state agenciesto bring their data together to look atthe whole family and develop a commonset of outcomes, which could streamlinetheir programs and processes. SouthCarolina, for instance, has long had anintegrated data system that pulls participantinformation across multiple programsto assess effectiveness and inform policy

improvements.

States should adopt a no-wrong-doorapproach that encourages agencies toconnect families with needed programs.Louisiana has embraced this concept,recently using SNAP eligibility data toautomatically enroll kids in its ChildrensHealth Insurance Program. State and

Investing in children andtheir families at key pointsin a childs development willplace the next generationon a steadier path.



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federal governments also should use onlinetools and other innovative methods foraccessing benefits to streamline the processof applying and qualifying for programs.

Federal policymakers should takeadvantage of new legislation andreauthorization periods for policies suchas the Higher Education Act (HEA) andprograms such as Head Start and ANFto bring together adult- and child-focusedprograms. Te HEA, for example, couldexpand federal tuition assistance programsto better accommodate part-time students.Head Start could pilot programs thatconnect parents with education and jobtraining. Another Head Start pilot could

have family support staff work with somechildren and families through the thirdgrade to ensure that parents continueaccessing medical and dental care fortheir kids, transportation and child care,among other necessities.

RECOMMENDATION 3Use existing child, adult andneighborhood programs and platformsto build evidence for practical pathwaysout of poverty for entire families.

Early childhood and K12 settings

should partner with educational,employment and job-training programsthat foster family financial stability.43In California, United Way of the Bay

Area is working with several communityschools to embed programs that linkparents with financial coaching, job-readiness assistance and other tools.

Policymakers should support furtherexpansion of home-visiting programs. Teycould offer incentives for these programsto work with employment and trainingorganizations to ensure that parents have

what they need to foster their childrenshealthy development. Goodwill Industriesof Central Indiana, for example, has teamedup with the Nurse-Family Partnership toconnect parents receiving home visits witheducational and job opportunities, as wellas other programs geared toward breakingthe cycle of family poverty.

Policymakers should incentivizecommunity colleges and employmentand job-training agencies to partner with

organizations focused on early childhood,benefit access and child care to designprograms that help parents who are tryingto further their education juggle work,school and family.

Te U.S. Department of Housingand Urban Developments Family Self-Sufficiency, Moving to Work and othersupportive housing programs should connectfamilies with early care and education, as wellas tools to build financial stability. Initiativessuch as the federal Choice Neighborhoods

and Promise Neighborhoods, among others,could focus on creating opportunities forchildren and parents to succeed together

within a community.One successful model is the Siemer

Institute for Family Stability, which helpsfamilies at risk of homelessness stabilizetheir housing and increase their income sothat their children can remain in the same

To ensure that kidsthrive and succeed frombirth onward, we mustsimultaneously addressthe obstacles facingtheir parents.



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school. Coaches help families with jobtraining, child care and health care.

Policymakers should take advantageof state financing options to pay for new

two-generation models. States could useSNAP Employment and raining fundingto provide job-training programs tied tospecific sectors in local economies, along

with quality early care and education,after-school care and transportation.

CONCLUSION

For too long, public agencies and programshave focused on either kids or adults,

without taking the entire family into

account. Although these programscertainly have enabled some low-incomefamilies to improve their situations overthe past several decades, millions have yetto realize, or even glimpse, the hope of abetter future. We can, and must, do better.

o ensure that kids thrive and succeedfrom birth onward, we must simultane-ously address the obstacles facing theirparents. Te ability of our children toenter and navigate paths to success hasimplications for all of us. Te 17 millionyoung children in low-income families

today44

will become tomorrows parents,employees and leaders. Given opportunitiesto reach their full potential, they canbecome greater contributors to our society,building their own strong, stable familiesand communities and bolstering oureconomy. Teir success translates intoours as a nation, making our future,along with theirs, that much brighter.

ENDNOTES

1. Population Reference Bureausanalysis of the 2012 AmericanCommunity Survey data fromthe U.S. Census Bureau. Lowincome refers to families withincomes below 200 percent ofthe federal poverty threshold, or

$46,566 for a family of four (twoadults and two children) in 2012.

2. Te Annie E. Casey Foundation.(2014, July).2014 KIDS COUNdata book: State trends in childwell-being(25th edition).Baltimore, MD: Author.

3. Ratcliffe, C., & McKernan,S.-M. (2012, September). Child

poverty and its lasting consequence(Low-Income Working Famil iesPaper No. 21). Washington, DC:Te Urban Institute. RetrievedAugust 2014, fromwww.urban.org/UploadedPDF/412659-Child-Poverty-and-Its-Lasting-Consequence-Paper.pdf. And,

Ratcliffe, C., & McKernan,S.-M. (2010, June). Child poverty

persistence: Facts and consequences(Perspectives on Low-IncomeWorking Families Brief No. 14).Washington, DC: Te UrbanInstitute. Retrieved September2014, fromwww.urban.org/publications/412126.html

4. Isaacs, J. B. (2008, February).Economic mobility of familiesacross generations. In J. B. Isaacs, I.V. Sawhill, & R. Hask ins, Gettingahead or losing ground: Economicmobility in America(pp. 1526).Washington, DC: Te BrookingsInstitution. Retrieved August

2014, fromwww.brookings.edu/~/media/Research/Files/Reports/2008/2/economic%20mobility%20sawhill/02_economic_mobility_sawhill.PDF. Also seethe following: Ratcliffe, C., &McKernan, S.-M. (2010, June).And, Isaacs, J. B. (2008, February).Economic mobility of black andwhite families. In J. B. Isaacs, I.V. Sawhill, & R. Hask ins, Gettingahead or losing ground: Economicmobility in America(pp. 7180).Washington, DC: Te BrookingsInstitution. Retrieved August2014, fromwww.brookings.edu/~/media/Research/Files/Reports/2008/2/economic%20mobility%

20sawhill/02_economic_mobility_sawhill.PDF. And, Te AnnieE. Casey Foundation. (2011,October). Overstressed kids:Examining the impact of economicinsecurity on children and families.Baltimore, MD: Author.

5. For more on two-generationprograms and their history,see Chase-Lansda le, P. L., &Brooks-Gunn, J. (2014, Spring).wo-generation programs in thetwenty-first century. In HelpingParents, Helping Children: wo-Generation Mechanisms, 24(1),1339. Princeton, NJ: Te Futureof Children. See also, Mosle, A.,& Patel, N. (2012, January). wo

generations, one future: Movingparents and children beyond povertytogether. Washington, DC: TeAspen Institute. RetrievedSeptember 2014, from ascend.aspeninstitute.org/resources/two-generations-one-future. And,for examples of two-generationprograms throughout the country,see Promising Programs, TeAspen Institutes Ascend databaseof emerging and establishedprograms: ascend.aspeninstitute.org/programs

6. Carnevale, A. P., Smith, N.,& Strohl, J. (2010, June). Helpwanted: Projections of jobs and edu-

cation requirements through 2018.Washington, DC: GeorgetownUniversity, Georgetown PublicPolicy Institute, Center on Educa-tion and the Workforce. RetrievedSeptember 2014, from cew.georgetown.edu/jobs2018/

7. Te Annie E. Casey Foundation.(2011).2011 KIDS COUN databook: State profiles of child well-being. Baltimore, MD: Author.

8. Population Reference Bureausanalysis of the 2012 AmericanCommunity Survey data fromthe U.S. Census Bureau.

9. Heinrich, C. J. (2014, Spring).

Parents employment and childrenswell-being. Helping Parents, HelpingChildren: wo-Generation Mecha-nisms, 24(1), 121146. Princeton,NJ: Te Future of Children.

10. Child rends analysis of datafrom the 2011/2012 NationalSurvey of Childrens Health.

11. Gault, B., Reichlin, L., &Romn, S. (2014, February). Collegeaffordability for low-income adults:Improving returns on investment for

families and society. Washington,DC: Institute for Womens PolicyResearch. Retrieved August 2014,fromwww.luminafoundation.org/publications/ideas_summit/College_Affordability_for_Low-Income_Adults.pdf

12. For more on what constituteshigh-quality early education, seethe following: Adams, G., out,K., & Zaslow, M. (2007, May).Early care and education for childrenin low-income families: Patterns ofuse, quality, and potential policyimplications(Assessing the New

Federalism, Paper No. 4, p. 14).Washington, DC: Te UrbanInstitute. Retrieved August 2014,fromwww.urban.org/publications/411482.html. In addition, theNational Institute of ChildHealth and Human Development(NICHD) study measuring thequality of child care and its effecton child outcomes spells out itsassessment tools. See National Insti-

tute of Child Health and HumanDevelopment (2006, January). TeNICHD study of early child careand youth development: Findings forchildren up to age 4 years(NIHPublication No. 054318). Wash-ington, DC: U.S. Departmentof Health and Human Services.Retrieved September 2014, fromwww.nichd.nih.gov/publications/pubs/documents/seccyd_06.pdf

13. Te Annie E. Casey Founda-tion. (2006). Family, friend, andneighbor care: Strengthening acritical resource to help youngchildren succeed.2006 KIDSCOUN Data Book: State profiles

of child well-being(Essay, pp.423). Baltimore, MD: Author.Retrieved August 2014, fromwww.aecf.org/resources/2006-kids-count-essay/

14. Child rends analysis of datafrom the 2011/2012 NationalSurvey of Childrens Health.

15. Te Annie E. Casey Founda-tion. (2013). Early warningconfirmed: A research update onthird-grade reading. Baltimore,MD: Author.

16. Te Annie E. Casey Founda-tion. (2013). Te first eight years:Giving kids a foundation for lifetime

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Maternal depression can underminethe development of young children(Working Paper No. 8). Cambridge,MA: Author. Retrieved August 2014,from developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/wp8/

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22. Child rends analysis of datafrom the 2011/2012 National Surveyof Childrens Health.

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29. Duncan, G. J., & Magnuson, K.(2011, Winter).

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32. Te Annie E. Casey Foundation.(2013). Te first eight years: Givingkids a foundation for lifetime success(KIDS COUN Policy Report).Baltimore, MD: Author. And,Adams, G., out, K., & Zaslow,M. (2007, May). Early care andeducation for children in low-income

families: Patterns of use, quality, andpotential policy implications(Assess-ing the New Federalism, Paper No.4, p. 14). Washington, DC: TeUrban Institute. Retrieved August2014, fromwww.urban.org/publications/411482.html

33. Te Annie E. Casey Foundation.(2006). Family, friend, and neighborcare: Strengthening a criticalresource to help young childrensucceed.2006 KIDS COUN DataBook: State profiles of child well-being(Essay, pp. 423). Baltimore, MD:Author. Retrieved August 2014,fromwww.aecf.org/resources/2006-kids-count-essay/

34. Te Annie E. Casey Foundation.(2013). Te first eight years: Givingkids a foundation for lifetime success(KIDS COUN Policy Report).Baltimore, MD: Author.

35. Evans, G. W., & Kim, P. (2013).Childhood poverty, chronic stress,self-regulation, and coping. ChildDevelopment Perspectives, 7(1),4348. doi :10.1111/cdep.12013

36. Te Annie E. Casey Foundation.(2011, October). Overstressed kids:Examining the impact of economicinsecurity on children and families.Baltimore, MD: Author.

37. Tompson, R. A., & Haskins,R. (2014, Spring). Early stress getsunder the skin: Promising initiatives tohelp children facing chronic adversity(Policy Brief). Princeton, NJ: TeFuture of Children.

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MaternalSupport.pdf. See a lso, Gay,K. D. (2005, September/October).Te Circle of Parents program:Increasing social support for parentsand caregivers. North Carolina Medi-cal Journal, 66(5), 386388. And,Te Annie E. Casey Foundation.(2013). Te first eight years: Givingkids a foundation for lifetime success(KIDS COUN Policy Report).Baltimore, MD: Author.

39. For more examples of home-visiting programs, including provenmodels, visit the U.S. Department ofHealth and Human Services HomeVisiting Evidence of Effectivenesswebsite: homvee.acf.hhs.gov/

programs.aspx

40. For more information onVirginias Comprehensive HealthInvestment Project, seewww.chipofvirginia.org/outcomes.asp

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path to opportunity for all children(KIDS COUN Policy Report).Baltimore, MD: Author.

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Policies). Retrieved September 2014,fromwww.clasp.org/resources-and-publications/publication-1/ackling-Unstable-and-Unpredictable-Work-Schedules-3-7-2014-FINAL-1.pdf

43. Lombardi, J., Mosle, A., Patel,N., Schumacher, R., & Stedron, J.(2014, January). Gateways totwo generations: Te potential forearly childhood programs and

partnerships to support childrenand parents together. Retrieved fromascend.aspeninstitute.org/resources/gateways-to-two-generations

44. Te Annie E. Casey Foundation.KIDS COUN Data Center.Children ages 0 to 8 below 200 per-cent of poverty: 2005 and 2012(able). Retrieved fromdatacenter.kidscount.org/data/tables/7867-children-ages-0-to-8-below-200-percent-poverty?loc=1&loct=1#detailed/1/any/false/868,16/1232/15173,15174

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This KIDS COUNT policy report could

not be produced and distributed without

the help of numerous people. The

report was written by Arin Gencer withassistance from Shelley Waters Boots,

an independent consultant. Casey staff

who contributed to this publication include

Laura Speer, Kate Shatzkin, Florencia

Gutierrez, Patrice Cromwell, Bob Giloth,

Sue Lin Chong, Lisa Hamilton, Norris

West and John Hodgins. David Murphey

and Paula Mae Cooper of Child Trends

and Jean DAmico and Rachel Cortez

of the Population Reference Bureau

provided data analysis.

The staff at KINETIK provided design

and production services, and Edelman

helped to promote the report. Proofreading

and copyediting were provided by Jayson

Hait of eye4detail and independent

consultant Kristin Coffey.

Permission to copy, disseminate or otherwiseuse information from this report is grantedas long as appropriate acknowledgment is given.

Designed by KINETIKwww.kinetikcom.com

Photography Jennifer Bishop, Jason Miczekand Cynthia Sambro-Rier

Printed and bound in the United States of Americaon recycled paper using soy-based inks.

KIDS COUNTis a registered trademarkof the Annie E. Casey Foundation.

2014 The Annie E. Casey Foundation

ACKNOWLEDGMENTS

http://www.kinetikcom.com/http://www.kinetikcom.com/


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