Child care stability affects child and family outcomes. Stability reflects the time dimension of a child care arrangement. Although stability does not guarantee positive outcomes, instability appears to decrease the likelihood of achieving them. Some level of stability is a necessary, although not sufficient, characteristic of care that meets children's needs. Child care stability is of special concern for children in low income families because child care impacts are greatest for these children, and current welfare policies result in more low-income children in nonparental care. This study increases understanding of child care stability through (a) an analysis of findings from stability studies over 30 years, (b) an examination of relationships of the four major stability measures, and (c) presentation of results from an analysis of the stability of subsidized child care arrangements in Oregon. The analysis of stability studies documented lack of consistency in conceptualization, measures, and methodology. These inconsistencies limit comparisons of reported stability findings and confidence in estimates of child care stability that have been reported. Examination of the four stability measures found that the three child-level measures appear to describe the same construct as they are highly correlated. The fourth stability measure is at the level of the arrangement and captures a distinctly different aspect of stability. Stability levels of subsidized arrangements in Oregon appear lower than those found in nationally representative samples but similar to levels found in populations participating in public assistance programs. About a third of children had very stable care but others had high levels of instability. Fifty percent of arrangement spells ended by 3 months, even when children were observed for 36 months. The study concludes with recommendations for future research. / Graduation date: 2005

The purpose of this study was to identify critical childcare resources that student parents utilize that allow them to access higher education at varying levels, but also to make assumptions about parents unable to enroll due to barriers and/or lack of resources. This study sought to answer the following questions: 1) To what extent does subsidized childcare facilitate student parents' access to higher education? Is subsidized childcare a more important resource for some groups of students than for others?, and 2) Are student parents making childcare-enrollment trade-offs in order to pursue higher education? Are certain groups of students more vulnerable to making trade-offs?